Okay. Off to @ACharityHudley 's plenary. :turns on an indoor walk workout on the Apple Watch: Thanks, Jeff! #ADS2020 #LSA2020
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We have to give teachers concrete approaches for deploying asset-based pedagogies, and the programs training them need to be intentionally created to equip them with this knowledge. #ADS2020
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This is not to say "Yay! Everyone will do this!" but to show that this is possible. -Reaser #ADS2020
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2nd unit, Nile is showing some recognition of the power structures inherent, dropping deficit model. By the end of the course, Nile is talking more about dialect as asset. -Reaser #ADS2020
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Case study of Nile, a pre service teacher. "Standard English is, to be super elitist, the language that smart people use." -Reaser #ADS2020
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Teacher in Reaser's data starting to recognize that not being required to CS, but just being able to, is a privilege. #ADS2020
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"We all code switch in our everyday lives" (a typical teacher statement) ignores that CSing is different for different people, carries different weight, is in response to different power structures. -Reaser #ADS2020
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This is building on a new volume from Reaser and co, Critical Language Pedagogy. #tobereadlist #ADS2020
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Combining crtical pedagogy (Friere) and language: exploring language cuse reproduces implicit power. Seeking to use students' language as an asset. -Reaser #ADS2020
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Blast it I missed retweeting the awesome quote from Culturally Sustaining Pedagogy but cosigining Reaser that you need to read Alim and Paris. #ADS2020
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We're trying to be too nice much of the time. We have to confront these issues of prejudice head on. -Reaser #ADS2020
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When we counter "his dialect is going to make it harder to learn to read" by reframing the difference as an asset--it is hard to then counter, "Oh well but his asset (cf "difference) is still going to be a problem!" -Reaser #ADS2020
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Why isn't knowledge enough? IT doesn't change implicit biases; ignores critical approaches which seek to undermine power structures. And teachers don't know what to do with Language Awareness. --Reaser #ADS2020
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When we look at teacher's views, we find a lack of sociolx knowledge, deficit thinking, association with negative personal characteristics. Reaser #ADS2020
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But these things are parallel with highly deficit models: e.g. that good ole' imaginary word gap. #ADS2020 #thesnarkisminenotJeffs
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Reaser quotes NCTE 1974, which argues that privileging one variety of language is tantamount to one group asserting dominance over another. #ADS2020
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I am not able to be in two places at once but I'm going to try. Taking a look at Reaser on changing deficit thinking about language variation in teaching, and then will be scooting fast to @ACharityHudley as she swings into her findings. #lsa2020 #ads2020
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Bakos comments that one great thing about this structure is not just a re-arrangement of modules (starting with Sociolx) but intentional incorporation of language variants in the teaching of theory. Students don't always have the machinery to do Sociolx first. Calhoun #ADS2020
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Temkin-Martin points out that this is the key in student-centered teaching Calhoun #ADS2020
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Preston points out that any intro lx course has got to be socially grounded. "None of us live in grammatical worlds." Everyone needs the sociolx context. #ADS2020
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Suggestion from Carson in the Q&A: how do we put MUSE and AAL (and other varieties) on equal footing from the get go. Calhoun points out that some is driven by existing materials (textbook) but this is key. #ADS2020
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Make the course meet the needs of the students you *have and want to recruit* not an imagined audience. 💯Calhoun #ADS2020
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"We can be very specific and intentional about choosing to use Black language the thing we use to teach structure." Calhoun #ADS2020
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This includes teaching Black language as lecture content, referencing and explaining Black language structure, and including Black cultural references (e.g. Black Panther was relevant to Calhoun's course) #ADS2020
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#3: Center the Languages and cultures of students in the class. Calhoun #ADS2020
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#2: Don't assume students have explicit knowledge of English language structure. (e.g. lexical categories) Calhoun #ADS2020
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Tips coming from Calhoun. #ADS2020
#1: Dont' assume students know another lg. But do incorporate languages of interest.
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Key changes made to intro lx to attract more Students of Color: English primary language for introducing and analyzing Lx concepts, prioritizing information relevant to the students, scaffolded discussion Calhoun #ADS2020
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Every student should leave their intro course knowing how lx knowledge applies to their academic major(s) and personal interest. A socioculturally-oriented intro course can help students make these connections. Calhoun #ADS2020
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Calhoun points out that no HBCU has a major in Linguistics. o_O #ADS2020
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