Breakout Session #3

1:20 p.m. to 2:20 p.m.

Linguistic Diversity

Pidgin as a Resource for Culturally Sustaining Pedagogies

Dr. Christina Higgins

This presentation provides examples of how Pidgin can be used as a resource for teaching and learning in the areas of language arts, literature, and social studies. Pidgin is spoken by a significant number of school-aged children in Hawaiʻi, so it is important to consider how we can better acknowledge this language through culturally sustaining pedagogies that allow students to learn more about its history, its linguistic structure, and its role as a marker of local identity in Hawaiʻi. Through providing examples of projects and lessons that teachers have used in their own classrooms, this session will show how engaging with Pidgin allows students to deepen their understanding of their own linguistic and cultural resources in meaningful ways.

Hawaiian Culture-Based Science Resources for 21st Century Learners

Presenters: Christopher McAdoo, J. Kalama Chock, and Kekaianiani Irwin

The Pāhana ‘Āina Lupalupa series of Hawaiian culture-based science readers takes keiki ona fascinating journey into the diverse environments that make Hawai‘i the special placet at it is. From high mountain forests shrouded in clouds to coastal waters teeming withl fe, budding readers will discover the amazing diversity of Hawai‘i’s ecosystems and theiru ique inhabitants. Come meet the team of educators who wrote these books and hearthem talk story about these exciting, leading edge learning resources.

Continuum of Language Development Program

A Focus on Oracy in the Development of Subject-Specific Academic Practices

Dr. Aída Walqui

With the goal of offering multilingual, intercultural learners quality opportunities to learn, it is indispensable that we invite them to engage in sustained discipline-specific oral interactions as they read through texts and work with disciplinary ideas. These invitations weave a) listening to interlocutors as they propose ideas, b) responding to them, offering reasoned agreement or alternatives, c) reading together and problematizing both texts and their understanding of texts, d) developing metacognitive skills that will prove useful throughout their learning lives, and e) writing in a variety of formats. This workshop focuses on how to enact these five aspects of quality conversations in classes with English Learners and multiple other students. Guidelines, examples, and practices, as well as video clips from instruction will be used to illustrate proposed ideas.

Helping Students Envision a Multilingual Career Path

Dr. Dina Yoshimi

Hawai'i is home to a significant population of multilingual students. Yet, few of these students plan to, or even understand how to, bring their linguistic proficiency to the workforce, where such skills are in high demand. In March 2018, the Hawai'i Language Roadmap held a Multilingual Career Development Day for HIDOE Seal of Biliteracy candidates with the goal of addressing this disconnect between workforce opportunities and student talent. In this session, I present the curriculum and outcomes of the event, and discuss strategies for responding to student and employer feedback to enhance the educational value of this year’s event.

Culturally and Linguistically Responsive Teaching

Carrying Culture: Micronesia

Dr. James Viernes, Dr. Mary Hattori, and Justin Davies

Seeking insight and information into the Micronesian community in Hawai'i and how to advance their educational success? This session will help participants understand and support students from the region of Micronesia, with presentations by experts from the Micronesian community on history, geography, culture and the experience of Micronesians in Hawai'i; activities to synthesize information and to connect with aesthetic traditions from Micronesia; and modeling of active-learning strategies to engage students in a culturally-sustaining manner. Resources, strategies, and information on future professional development opportunities and community events will be shared with workshop participants.

Center for Research on Education, Diversity, and Excellence (CREDE) Model

Dr. Lois A. Yamauchi, Dr. Rebecca Ka‘anehe, and Dr. Brook Chapman de Sousa

Are you interested in using more small-group instruction in your classroom? Do you want to know more about research-based teaching strategies that come from the Hawaiian context? If yes, please join this interactive presentation on the CREDE model. The CREDE model originated from the Kamehameha Early Education Project (KEEP) and subsequent 40 years of research on effective practices for linguistically and culturally diverse learners. Participants in this presentation will learn the Seven CREDE Standards for Effective Pedagogy and discover how schools such as Aikahi, Blanche Pope, and Kailua Elementary used the model to serve their diverse learners.

Family and Community Engagement

Community Support and Resiliency: A Case Study of Three Chuukese Newly Arrived Families and their Children with Disabilities

Paul Hadik and Dr. Joakim Peter

Citizens of the Compact of Free Association (COFA) nations of Micronesia are the newest ethnic migrant group in Hawai‘i. This relationship is born out of the long history of the geopolitical relationship between the COFA nations (the Republic of Palau, Federated States of Micronesia, and the Republic of the Marshall Islands) and the United States. Currently, COFA citizens have open access to the country but their unique immigration status as unqualified migrants limits their ability to access social safety net support programs. Using a combination of Family System Theory, Family Resilience Theory, and Family Quality of Life Theory, this study also utilizes indigenous Chuukese concepts of travel to investigate the background, experience, and cultural-charged perceptions of social services by three Chuukese families of children with special needs in Hawai‘i. Data were collected and analyzed from individual semi-structured interviews and focus group discussions, primary and secondary documents, and prolonged observations. The study conclusions showed that these families maintain a strong connection with their networks of support. Despite facing challenging barriers in Hawai‘i, these families were resilient and reciprocate by helping others and giving back to their networks and communities. Their children’s disabilities were not seen as signs of weakness and diminished dreams. These families thrive because of such challenges, not in spite of them.

Steps to Community Engagement: What's Next for You?

Dr. Julio C. Rodriguez and Stephen L. Tschudi

This session will facilitate teachers' thinking about steps they can take to engage with community members around the theme of multilingualism. Each participant will be asked to think through specific steps they can take, and are comfortable taking, to connect students' languages to the big world out there. The topic will be developed around different roles community members might take (partners in building knowledge vs. public audience) and will explore specific ideas for community engagement that are workable within administrative limitations.

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