While the number of English Language (EL) students is rising in K-12 classrooms in the United States, the literacy gap between English-only students and EL students is increasing. In addition to traditional literacy, today’s students are also required to develop digital literacy. However, a gap, referred to as the “digital divide,” exists in the availability of personal technology and/or Internet connection in many homes of multilingual learners with low socioeconomic status. With the onset of COVID-19, “one primary difference that emerged was the inequity in the educational support” related to technology (LaCour, 2020, para. 6). We share effective technology-based strategies that multilingual learners can use at home to develop literacy skills regardless of their Internet access in the home. These strategies support multilingual families by providing an approach to close the digital divide.
Transforming Educational Networks through Collaborative Evaluation: Empowering Innovative Practices View Digital Media
Collaborative teacher professional networks have a unique opportunity for reflective practice, thereby strengthening innovative practices for school improvement (Bauman, 2019). The Model for Collaborative Evaluations (Rodriguez-Campos and Rincones–Gomez, 2013) is composed of elements that influence each other and, as a consequence, the overall collaborative evaluation process. To accomplish a comprehensive collaborative evaluation, the interactive use of the MCE elements on a rotating and remixing basis is recommended. However, there is a benefit of utilizing the individual MCE component Encourage Effective Practices, and the subcomponent Encourage Flexibility and Creativity, to support a habit of reflective practice within professional networks for transformation and innovation. Teacher professional networks driven by collaborative relationships can develop and foster habits of reflective practices to empower innovation for improvement.
Looking for a Job: A Curriculum Design within the Degree of Japanese, Chinese and Russian View Digital Media
This paper is a part of the research project entitled “Languages in the Professional Environment: Internationalization, Diversity and Employment in Classes of Russian, Chinese and Japanese” at one university in Spain. According to our previous observations, as professors, humanities and modern languages students consider that their job opportunities mainly deal with teaching or translation and interpreting since these two professions are the ones that are most commonly related to the training they receive in these subjects at the Faculty of Modern Languages. Therefore, the present project has been designed to increase the employability of graduates with a degree in Modern Languages for the minority languages at the same university which are Russian, Chinese, and Japanese, but also to show future professionals the wide variety of jobs they can apply to. This teaching innovation project aims to create a teaching unit (6 sessions of 2 hours each) that includes the following contents: socio-cultural and contrasting theoretical aspects about job search, a specific glossary, linguistic activities related to job search, CV writing, reading job offers, mock job interviews, writing formal emails, etc. These activities will be adapted to the specifics of Chinese, Russian, and Japanese culture and courses of the higher and advanced levels (B2). The final session includes a meeting with graduates employed in different labor sectors to students' vision of what they can do after graduation and extend their employability limits.