2006
AU TESOL Summer Intensive Workshop
(TESL-560) Leaving
No Learners Out: Rethinking Literacy and Language in ESL/ESOL Classrooms
Traditional schooling has not been highly successfully in reaching
learners from non-traditional backgrounds, especially for those who
have other languages and literacies at home. Moreover, traditional
ways of learning may be giving way to new types of learning and indeed
new literacy practices in this time of new, expanding communication
media.
This workshop examines why traditional approaches to learning have
not had greater success with some students and looks at new models
and approaches to learning, some drawn from educational television
programs, some drawn from video games, in an attempt to reach out to
those learners who are often marginalized, so that they may also succeed
and obtain the level of education they desire.
The
result will be a repertoire of design principles that can be used
to structure more effective lessons, scaffold more effective
teaching practices in the classroom and provide hands-on explicit practice
that allows student to master academic language and discourse for ESL
student audiences including elementary ed., secondary ed, and
college preparation.
Quote: I can’t imagine having finished my degree without
having taken this workshop. Hamid Mohammed, MA in TESOL
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James
Paul
Gee, Ph.D. is
the Tashia Morgridge Chair in Reading in the Department of
Curriculum and Instruction at the University of Wisconsin
at Madison. Dr. Gee's
work over the last decade has centered on the development
of an integrated theory of language, literacy, and schooling,
a theory that draws on work in socially situated cognition,
sociocultural approaches to language and literacy, language
development, discourse studies, critical theory, and applied
linguistics. His recent work has extended his ideas on language,
literacy, and society to deal with the so-called "new capitalism" and
its cognitive, social, and political implications for literacy
and schooling. He has published widely in journals in linguistics,
psychology, the social sciences, and education and is a member
of the editorial board of twelve journals. In 1989, the
Journal of Education, one of the longest running journals
in education in the United States, published a special issue
devoted to reprinting his early essays on literacy. His books
include Sociolinguistics and Literacies (1990,
Second Edition 1996); The Social Mind (1992); The
New Work Order: Behind the Language of the New Capitalism (1996,
with Glynda Hull and Colin Lankshear); and An Introduction
to Discourse Analysis: Theory and Method (1999). His
most recent books both deal with video games and learning. What
Video Games Have to Teach Us About Learning and Literacy (2003)
offers 36 reasons why good video games produce better learning
conditions than many of today's schools. Situated Language
and Learning (2004) places video games within an overall
theory of learning and literacy and shows how they can help
us to better understand deep human learning and lead us in
thinking about the reform of schools. |
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Kate Kinsella, Ed.D.
is a teacher educator in the Department of Secondary Education
at San Francisco State University. She teaches coursework
addressing academic language and literacy development in
linguistically and culturally diverse classrooms. She has
maintained secondary classroom involvement by teaching an
academic literacy class for adolescent English learners through
the University’s
Step to College Program. She publishes and provides consultancy
and training nationally, focusing upon responsible instructional
practices that provide second language learners and less proficient
readers in grades 4-12 with the language and literacy skills
vital to educational mobility.
Dr. Kinsella is co-author of Scholastic’s Read 180
Intervention Program direct instruction teaching curricula
called the “R
Book: Read, Write, Reflect.” She recently
co-authored a research monograph commissioned
by Scholastic, Inc. addressing the pivotal role of explicit,
research-informed vocabulary instruction to close the national
achievement gap. She is the program author for Reading
in the Content Areas: Strategies for Reading Success, published
by Pearson Learning and the lead program author for the 2002
Prentice Hall secondary language arts program Timeless
Voices: Timeless
Themes. She is the former editor of
the CATESOL Journal (CA Assn. of Teachers of ESL)
and serves on the editorial board for
the California Reader. A former TESOL Fulbright scholar,
Dr. Kinsella has received numerous awards, including the prestigious
Marcus Foster Memorial Reading Award, offered by the California
Reading Association in 2002 to a California educator who has
made a significant statewide impact on both policy and pedagogy
in the area of literacy. In 2005 she received the California
Department of Education’s Award of Excellence for her
contributions to improving the education of California’s
immigrant youth.
For
more information about Dr. Kinsella's portion of the workshop,
click here
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Angela
Dadak is Instructor of Record for this summer's intensive workshop.
She is the International Student Coordinator for AU's College
Writing Program and Writing Center. She has created and taught
courses at AU designed to introduce new international undergraduates
to the AU discourse community. Her research interests include
second language writing, cross-cultural communication and adaptation
and faculty development. |
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Brock
Brady is Coordinator
of American University TESOL Programs and Director of Summer
TESOL Insitute, ELT-1
(Online): Brock Brady teaches courses
in Language Assessment, Cultural Issues in the ESL/EFL
Classroom, and Curriculum and Materials Development,
and Teaching Methodology. His research interests include
cross-cultural discourse analysis, new methods for teaching
pronunciation, teacher preparation programs, and methodology
of successful distance learning. He is a past president
of the Washington Area TESOL Affiliate. |
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