Readings & Media

Please complete the following by our first synchronous meeting on Saturday, July 4th 8:00AM - 9:30AM CST

1. Read García, O. (2019). Decolonizing Foreign, Second, Heritage, and First Languages: Implications for Education. In Macedo, D. (Ed.). Decolonizing foreign language education : The misteaching of english and other colonial languages.

2. Read Pennycook, A. (2019). From Translanguaging to Translingual Activism. In Macedo, D. (Ed.). Decolonizing foreign language education : The misteaching of english and other colonial languages.

3. Introduce yourself in Padlet by sharing a picture of yourself during quarantine and the story of your name.

Please complete this module on or before Monday, July 6th.

1. Begin by reading Vasquez et al. for an overview of critical literacy.

2. *Using Persuall, annotate the Keneman article and respond to comments made by your peers.

3. Due: On FlipGrid respond to the following question: To what extent is this approach to language development different from communicative language teaching? How is it similar?

*If you have not yet set up your Perusall account, please do so here: https://app.perusall.com/home. Use the code: SALDIVAR-GARCIA-NS9FR.

Please complete the following by our second synchronous meeting on Tuesday, July 7th 8:00PM - 9:30PM CST

1. Please read: Janks, H. (2017). Doing Critical Literacy.

2. Due: Find a text that you would like to explore critically with your students. Draft a bullet point list of the issues your text is well suited to examine. Post this on Padlet.

Please complete this module on or before Wednesday, July 7th.

1. Watch: Andrea Quijada: Creating Critical Thinkers Through Media Literacy (7 minutes)

2. Watch lecture recording here and modify one of your classroom activities from this last year through a critical pedagogy lens. (31 mins)

3. Due: Briefly describe your new lesson and post it on our class Padlet. Browse your colleagues' postings, like, and comment.

Please complete this module on or before Thursday, July 9th.

1. Using Comment Bubble watch and comment on the 8 part Webinar on Multiliteracies by Bill Cope and Mary Kalantzis (1hr & 25 minutes in total). Comment Bubble links are found below.

   • Video 1: Background to Multiliteracies Project

   • Video 2: Lifeworld Diversity in Meaning Making

   • Video 3: Multimodality in Meaningmaking

   • Video 4: A Grammar of Multimodal Meaning

   • Video 5: Designs of Meaning

   • Video 6: Multiliteracies Pedagogy: Learning by Design

   • Video 7: Digital Affordances

   • Video 8: Bringing the Theories Together

2. Due: Answer the following post-viewing prompt on Flip Grid: Describe your first impressions of the multiliteracies framework. What affordances and challenges does this framework present for world language teaching?

Please complete the reading by our third synchronous meeting on Saturday, July 11th 8:00AM - 9:30AM CST

1. Browse Part 2 and Read Parts 3 & 4 of Winstanley.

2. Due (anytime before July 18th):

   • Identify one strategy you would like to include in your courses during the first week of school.

   • Record a 2-3 minute video where you discuss the activity and why it is particularly well suited for the purpose you have identified in the first week of class. Post your video on FlipGrid. All acting welcome!

Please complete this module on or before Monday, July 13th.

1. Using, Persuall collaboratively read and annotate the Kumagai et al. article.

2. Due: Choose one image that best represents the grounding of the multiliteracies framework in world language education and post it on our class Padlet.

Please complete the reading by our fourth synchronous meeting on Thursday, July 14th 8:00PM - 9:30PM CST

1. Art as a Tool for Teachers of English Learners Read “Strategies for Integrating Arts into Instruction” and browse “Arts integration Project Models”

2. Bring to Workshop: Bring at least 2 different visual art pieces (paintings, street art or photographs) that are representative of the target culture that you would be interested in using in your English class.

• Consider images that have some relation to a topic you will be covering. For example: Carmen Lomas Garza is a Mexican-American painter. I use her paintings for my unit on family.

• Some American artists to look at:

  • Kehinde Wiley

  • Amy Sherald

The artists certainly do not have to be from the US -- just representative of an English-speaking community or country.

Please complete this module on or before Wednesday, July 15th.

1. Choose one article to read. You can download an e-copy of the book via NYU libraries HERE.

   • Fostering Multimodal Literacies in the Japanese Language Classroom: Digital Video Projects

   • Implementing Multiliteracies in the Korean Classroom Through Visual Media

   • Empowering Students in the Italian Classroom to Learn Vocabulary Through a Multiliteracies Framework

   • Creating an Effective Learning Environment in an Advanced Chinese Language Course Through Film, Poster Presentations, and Multiliteracies

2. Watch the Speed UbD lecture here guiding you through a speed-UbD planning session.

3. Due: Share your speed-UbD results with your colleagues on Padlet.

Please schedule a time to meet with me on or before July 15th (yes, you can meet with me during office hours too).

Schedule Office Hours Here

1. Review the guidelines for developing your Podcast.

2. Decide whether you want to develop a podcast with a partner or independently.

3. Schedule a time to meet with me here:

4. Bring to meeting

   • Ideas for your podcast

   • Questions about developing a podcast

   • Questions about the topic(s) you are interested in discussing

1. Read Bartolome (1994) Beyond the Methods Fetish: Towards a Humanizing Pedagogy and consider, how do all of the approaches world language teaching we have explored promote a humanizing pedagogy?