Anti-Racist Language Teaching
Keynote Speaker Dr. Nelson Flores: Translanguaging into Anti-Racist Language Teaching
Nelson Flores is an associate professor of educational linguistics at the University of Pennsylvania. His research examines the intersection of language, race, and the political economy in shaping U.S. educational policies and practices. His current research projects include a longitudinal study of students in a dual language charter school in a predominately low-income Latinx area of Philadelphia that seeks to challenge deficit perspectives by documenting the complex linguistic practices these students engage in on a daily basis and a book project that examines the institutionalization of bilingual education in the post-Civil Rights era. Dr. Flores has been the recipient of many academic awards including the 2017 AERA Bilingual Education SIG Early Career Award, a 2017 Spencer Postdoctoral Fellowship, and the 2019 James Atlas Prize for Research on Language Planning and Policy in Educational Contexts. He also serves on several editorial boards including The International Journal of the Sociology of Language, Annual Review of Applied Linguistics, and Multilingua.
- Crafting Translanguaging Spaces in a Third Grade Chinese Language Arts Class with Dr. Zhongfeng Tian (Childhood/Elementary)
This workshop looks at how to design translanguaging spaces strategically and purposefully in a third grade Chinese Language Arts class in a Mandarin-English dual language program in U.S. Drawing upon Sánchez, García, and Solorza’s (2018) translanguaging allocation policy, the presenter will showcase what translanguaging documentation, translanguaging rings, and translanguaging transformation spaces look like in practice and how these flexible multilingual spaces help bilingual learners develop content and language skills and foster their positive bi/multilingual identities and critical consciousness. Participants will walk away with concrete design ideas on incorporating translanguaging pedagogies in curriculum and instruction to maximize all students’ learning opportunities.
- We Are Not A Monolith – Considering Diasporic Languages in The Classroom with Joselina Tejada (Childhood/Elementary)
In this workshop we will define the term diasporas and examine the ways in which the African diasporas are included and excluded in our school literacy programs. We will use ‘windows and mirrors”” to explore how our students’ linguistic and ethnic identities within the diasporas can be better included in the classroom, thus creating an environment in which the individual differences between students can be acknowledged and celebrated. We will explore our own awareness and presumptions about the cultural and linguistic identities of our Black students. Do we assume that all our black students speak African American Vernacular? Do we acknowledge that Afro-latinx students are both Black and Latinx and may have different linguistic experiences from African American students?
- Beyond Papers: Reimagining Democracy and Citizenship with Newcomer Youth with Rita Kamani-Renedo, Adriannys Rosario, and Amalineda Jean Francois (MG/HS)
This workshop will share insights from a high school social studies classroom for newcomers. Through in-depth examinations of the Civil Rights Movement and LGBTQ Rights movements, and learning activities that leveraged students’ linguistic resources and funds of knowledge, students reimagined their conceptualizations of citizenship and democracy to develop a racial justice lens on history. Participants will come away with concrete strategies for teaching heterogeneous, multilingual learners that is rooted in culturally sustaining pedagogy and lived civics, challenging racist notions that language learners are not capable of engaging in complex learning that helps them read the world.
- Mejorando Ourselves: How a Bilingual/ ESL Summer Program for Middle Grade & High School Students Targeted Anti-Blackness with Anel V. Suriel, Diana Cornwall, and Alyx Cuccinotta (MG/HS)
In this workshop, we will share how Bilingual/ ESL middle and high school teachers in our district collaborated to identify and target anti-Black ideologies and language practices within our four-week remote learning summer program. Honoring students’ requests in our address to the Black Lives Matter movement, we will share how we selected engaging, meaningful texts and activities to engage students in identifying, resisting, and creating anti-racist stances. Participants will be asked to reflect with us on the texts selected and student work created as we collaborated to undo and resist anti-Blackness within and amongst ourselves.
- Interrogating the Ideological Commitments of Curricular Texts with Dr. Érica Saldivar García and Dr. Heather Woodley (All)
Informed by raciolinguistic ideologies, critical race theory, and sociocultural theories of literacy, this hands-on workshop engages practitioners, teacher educators, and those engaged in curriculum development in an interrogation of the racially charged ideologies undergirding language curricula and children’s books. Using concrete examples in both primary and secondary contexts, this workshop provides practitioners with a concrete process through which they can review various curricular texts.
- Emergent Bilinguals’ Language Practices at the Center of Literacies Instruction with Dr. Laura Ascenzi-Moreno and Dr. Cecilia Espinosa (Childhood/ Elementary)
In this presentation we will introduce ways that you can deeply know your emergent bilinguals and their families’ language practices. From this starting point and with translanguaging at the core, we present ways that teachers can engage children in literacy practices that normalize bilingualism/multilingualism and challenge notions of gender, racial and linguistic stereotypes through a variety of literacy experiences both in reading and writing. In this work, we emphasize the importance of connecting to family and community literacies as we navigate through this new terrain of remote/blended learning.
- Establishing Anti-Racist Language Norms for Teacher Planning and Family Communication with Carly Spina (Childhood/Elementary)
This workshop will walk through ways to establish and maintain an asset-based lens of our learners and families through the creation and expression of language norms that can be used in professional, collaborative conversations with other educators and leaders. We will explore common phrases that educators have heard (or said) in problem-solving meetings, such as “They’re low in both languages” and juxtapose with an asset-based language lens of “They’re developing in two languages simultaneously.” We will discuss some research, some examples, and some key take-aways to start trying this alongside co-constructing professional norms for collaboration.
- “Maestra, Can I draw my pensamientos?”: Synthesizing with Sketchnotes with Claribel González (MG/HS)
In this session, participants will explore the benefits of sketchnoting as a transformative and innovative technique for students to showcase their understanding of concepts across content areas. Participants will analyze examples that demonstrate how bilingual students infuse their entire linguistic repertoire into their sketchnotes to disrupt monolingual spaces and reach deep levels of analysis and develop critical thinking skills.
- The Role of Children’s Literature in Anti-Racist Approaches to Teaching with Families with Dr. Eliza Braden and Dr. Sanjuana Rodriguez (All)
In this workshop, presenters will describe what a critical family literacy workshop developed for Black parents, elementary students, and educators to discuss issues of race and anti-Black racism. Presenters will share children’s literature and the associated prompts and questions that might be used with families and children in the facilitation of discussions of race. The insights from one participating family from Senegal who relied on transnational literacy and language practices to maintain and guide racial socialization will be shared. Presenters will also model how to use a number of critical literacy invitations with families.
- Using Postmodern Picture Books as Mentor Texts: Centering Linguistic Practices that Disrupt Eurocentric Narrative Styles with Laurie Rabinowitz and Dr. Amy Tondreau (Childhood/Elementary)
We will identify characteristics of post-modern picture books (e.g. non-linear narratives, playfulness, interruptions and absurdity, and reader becoming the co-author) and invite participants to explore representative examples. Then, we will connect the use of post-modern pictures books to critical writing practices that disrupt Eurocentric narrative styles. Finally, we will invite participants to engage in the practice of re-writing a leveled reader using a post-modern approach. We will challenge participants to use post-modern characteristics to make leveled readers more linguistically diverse and inclusive. We will end by asking participants how they might translate this activity into their classroom settings.
- Uncovering Students’ Bilingual Voice in Writing with Hulda Yau (Childhood/Elementary)
This presentation will outline the steps to follow in developing students’ bilingual voice in the writing process. It will offer participants the opportunity to view short video clips of the implementation of this writing craft in a 2nd grade bilingual classroom through mentor texts and student conferences. Presentation will be given in English and Spanish.
- Creating an Anti-Racist Comunidad: Centering las Voces de Latinx Students in the Secondary Spanish Classroom with Michaela McCaughey and Jen Lopez (MG/HS)
This session will examine the books “En Comunidad” and “This Book is Anti-Racist,” within the context of the high school Spanish class. Teachers of dedicated heritage courses, as well as mixed-level classes with Latinx students, will benefit from this session and the lessons learned from these invaluable and timely resources. Examples will be shared from the books, as well as many real-life classroom examples of how to best put these lessons into practice. There will be a focus on multimodal literacies and engaging text options throughout, as well as options for bringing this work into the distance learning format.
- Amplifying Voices: Expansive & Embodied Writing Pedagogies with Dr. Tracey Flores (MG/HS)
Somos Escritoras, is space for Latina girls that invites them to share their voices through writing, art and theater. Through reading and discussion of culturally sustaining literature and art, girls are examine their lives & worlds, creating art and writing that reflects their experiences. This session will discuss the intentional building of spaces, remotely and in-person, texts the reflect embodied experiences and strategies for supporting our writers to amplify their voices in the classroom and beyond.
- Moments that Force Us to Look: Anti-Racist Reflective Practice with Dr. Emily White and Cathleen Wiggins (All)
This collegial inquiry activity is about anti-racist reflective practice that starts with oneself. It is experiential learning. Participants are invited to share a “moment” of miscommunication or failed encounter involving intersectionality (race, language, culture). It models a mini-protocol that allows a personal lens (one’s “politics of location”) with probing questions to add perspectives about role and systems.
- Language in Community: playing with the youngest learners with Melina Gac Levin (Early Childhood)
Nido Forest was founded with the intention of supporting language learning through play and relationship. Our goal is to cultivate an appreciation of language by connecting Spanish to joy, community, and the world. The development of the project has challenged me to reflect on the role of translanguaging, how to meaningfully address deficit narratives, and how to communicate respectfully and effectively with children and their caregivers. Participants will be invited to consider the ways in which programs can intentionally practice anti-racist language teaching by planning for it from the first contact with families to the eventual powerful interactions during class.
- Taking an Anti-Racist Stance as a Teacher- Researcher with Natalie Kuhl and Amy Crehore (Childhood/Elementary)
How can teacher-researchers leverage their research to do anti-racist teaching? We will ask participants, “What stories need to be told in the community where I teach and how will I center them?” As white dual-language teachers in the Bronx, we will get vulnerable and talk about our status as outsiders, and strategies that helped us to get informed, with the aim of doing soul-affirming, language-rich, student-centered social studies. Learning the history of the South Bronx changed our vision of the neighborhood, correcting our deficit/racist views. We crafted a unit that privileged community voices, shrinking our presence and promoting the agency of students. We would provide participants with tools to start similar journeys.
- Building Multilingual Students’ Identity and Fluency as Writers with Alethea Maldonado (MG/HS)
My workshop will be based in my experience, philosophy, and goals as a teacher: building my multilingual students’ identity and fluency as “multilingual writers through exploring their multiliteracies/multilingual lives, collecting their writing in the writer’s notebook through teaching various writing strategies, meaningful conferencing, and publishing to a real audience. I have taken on a Children’s Book Unit each year in which my students go through the Writer’s Workshop each day with a REAL audience in mind: I use a space at a Dia de Los Muertos event at a cultural center to display my multilingual students’ books through a class-made altar.
- Multimedia Units and Social Issues with Jessica Velez (MG/HS)
In this workshop, I will go over a nonfiction unit for middle schoolers that builds-in social justice issues, student choice and narratives, and multiple ways of creating material. For teacher candidates, this unit serves as a model on how to center students and the problems they both care about and are affected by. Pedagogically, it also asks teachers to be mindful of the content they use in the classroom, how they present it, how they assess assignments, and whether students have a voice in their work or not.
- “They Leave a Little Bit of Themselves Behind”: Language Learning, Disability, and Community-Based Resistance with Chelsea Stinson (All)
This workshop addresses the need for critical partnerships between school-based professionals and multilingual parents and caregivers, who understand and resist the linguistic restrictions placed on their emergent bilingual children of color in school. Participants will explore how restricted access to linguistically affirming and supportive learning experiences for emergent bilingual children of color—especially those with disabilities—affects inclusion and belonging. Focusing on the assets and experiences of families illuminates the realities of the educational programs in which many of these students are enrolled. Participants will also explore recommendations for cultivating supportive and linguistically affirming critical partnerships between through community-based networks.
- Literacy in the Home: Supporting the Literacy Practices of Language- Minoritized Parents and Families with Klem-Marí Cajigas and Liz Atack (Early Childhood)
How can public libraries, class/school libraries and teaching staff support the development of early literacy skills among language-minoritized children? This workshop will examine the ways a literacy outreach program emphasizes the home language practices of language-minoritized families as a tool to foster their children’s literacy development. Participants will learn more about the “Loving & Learning Family Literacy: Bringing Books to Life” workshops at the Nashville Public Library including: the use of culturally and linguistically relevant books, the emphasis on traditional oral communication and expression, encouraging the continued use of their home language, and connecting families to library resources. Participants will begin to develop their plans for their own literacy outreach program (with their school, with class library, with public library) to support family partnerships and confidence as everyone’s role is affirmed and encouraged when developing life-long readers.
- Energize and Empower Through Workshop Teaching: Rethinking Strategies and Structures for Bilingual and Multilingual Learners with Emily DeLiddo (Childhood/Elementary)
Identity, experience and interest can bring a workshop model to life for all readers and writers, especially our bilingual/multilingual learners. This session will explore what needs to happen within the classroom to effectively weave those essentials into reading and writing workshop. When we center student voices, create spaces for writing that is bilingual/multilingual and deepen opportunity for access to a variety of reading practices that honor the bilingual/multilingual readers we design an environment brimming with hope. We will also explore small, meaningful elements to consider within whole class experiences that support language and literacy acquisition within the balanced literacy framework and, possibly more importantly, strengthen community.
- What’s in a Name? with Ron Woo (All)
Slights like mispronouncing names devalue a students’ self-worth and their affect cultural identity. The mispronunciation of a student’s name has been deemed a raciolinguistic microaggression. Once internalized, in addition to feeling “othered”, students start to feel that their name, their culture and background have no value in the classroom. As teachers strive to be more culturally responsive educators, a good first step in doing so is by pronouncing students’ names correctly. This workshop will explore some ways educators can learn to pronounce their students’ names correctly.
- School and Community Partnerships: Going Beyond Acknowledgment of Students’ Funds of Knowledge with Melisa Stoller (All)
This workshop will focus on ways to build and sustain relationships across school leadership, school teaching staff, support staff, families and community members. Strategies on the use of stories, knowledge of students’ journeys, and creative partnerships will be shared. Examples from an elementary school will be shared and participants will be supported in developing their own plan of actions with resources that can be used by stakeholders across different settings to create a more equitable approach to teaching and connecting with bilingual and multilingual learners.