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Critical Literacy for English Language Learners

Literacy Assessment I-Search Presentation
by

Natalia Prada-Rey

on 4 December 2012

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Transcript of Critical Literacy for English Language Learners

Literacy Assessment I-Search Presentation Critical Literacy for English Language Learners My Questions and Wonderings Implications 1. How can I engage young learners/ELs in Critical Literacy (CL)?
2. What sources (books, media, etc.) can I use to promote CL?
3. In a standards driven/common core environment, how (if possible) can I implement CL?
4. How can I incorporate ELs into CL and how will it accommodate them while simultaneously ameliorating the learning experience of all students?
5. How (if possible) can I assess CL? - Speak with professionals in the field (i.e.- Robin Jocius, Debbie Rowe)
- Use resources available in University Library (book, articles)
- Books: Critical Literacy in Early Childhood Education by: Elizabeth P. Quintero; Negotiating Critical Literacies with Young Children by: Vivian Vasquez
- Online Journals Search Process Critical Literacy's 4 major components: (according to Lewison, 2002)
1. Disrupting the commonplace
2. Interrogating multiple viewpoints
3. Focusing on sociopolitical issues
4. Taking action and promoting social justice

There are SEVERAL definitions out there...but my favorite is:
"critical literacy curriculum invite[s] teachers and students to bring socially relevant issues into the classroom discourse and community" Flint, p. 30. What you may already know... "CL learning can be easily integrated with basic language learning and demonstrate that ELs are quite capable of complex language learning when they are given adequate support.” (Lau, p. 326)
* Bullying example * What you may not know... So...how do I make this happen as a literacy educator? WHY?
-Early Childhood background
-Master's in ELL
-Standards driven environment Sources: Mandated Curriculum Engagements in Negotiated Curriculum 5+7= (cc) image by anemoneprojectors on Flickr Use a variety of materials for information and pleasure read picture books, magazines, newspapers, newspaper flyers, resource texts, websites, various cultural texts, songs, etc... Demonstrate some awareness of audience Survey sent to other schools, petition to other Kindgergarten classes and administrators, Poster created for wood shops, letter written to parents, letter to children in other countries, letter to local builders and/or government MORE Findings! Some more questions... Taking on critical literacy: The journey of newcomers and novices. Lewison, Mitzi; Amy Seely Flint; Katie Van Sluys; Henkin, Roxanne. Language Arts; May 2002; 79, 5; ProQuest Central pg. 382

Reconceptualizing Critical Literacy Teaching in ESL classroom. Sunny Man Chu Lau. The Reading Teacher; 65,5; pg. 325-329.

Vasquez, Vivian. Our way: Using the everyday to create a critical literacy curriculum. Primary Voices K-6; Oct 2000; 9,2; ProQuest Central pg. 8

Critical Literacy in Early Childhood Education: Artful Story and the Integrated Curriculum. Elizabeth P. Quintero. Peter Lang, New York, NY. 2009.

Negotiating Critical Literacies with Young Children. Vivian Vasquez. Lawrence Erlbaum, Mawhaw, NJ. 2004.

Critical Literacy: Challenges and Questions for ESL Classrooms. Jennifer Hammond and Mary Macken-Horarik
TESOL Quarterly; 33, 3; Critical Approaches to TESOL. 1999. pg. 528-544

Envisioning the Possible: Building a critical literacy curriculum. Amy Seely Flint. Primary Voices K-6; Oct 2000; 9,2; ProQuest Central pg. 30 "Critical literacy can be a powerful tool for learning and instruction for English Language Learners...by using critical literacy, any classroom teacher can orchestrate a meaningful English Literacy lesson that includes writing in the students' native language--even when the teacher does not know the native language." (Quintero, p. 60) What IS a socially relevant issue?
-poverty, violence, environmental issues, homelessness, class and race. (real-life dilemmas in & out of school)
Kinds of Support?
- native language use
- projects to make communities and the world a place they want to live
- comparative situations (story vs. story), put themselves in situations
Standards-driven climate (suggestions) and then i asked myself HOW I can make this happen... "It is not about when EL students are capable enough to engage with CL, but rather how we mobilize their existing linguistic, cultural, and cognitive resources to support them in gradually becoming a critical language user" (Lau, p. 329)

"...CL is a social and cultural practice in which learners are acculturated into skills and practices of critical inquiry as the normal way in which they read and engage with the variety of multimodal texts..." (Lau, p. 329) http://www.storylineonline.net/enemy/story.swf and the challenges I may face risky, disrupts world view, controversial, parents/others
BIGGEST challenge: re-thinking what is appropriate and acceptable as curriculum Understanding one’s position relative to others encourages students to question how other groups of people may have been marginalized in society

Engage the children in a consistent conversation about ways to have our voices heard in our school and beyond Here is an example! Assessment?? Rubrics
Self and Peer-Assessment
Portfolios
Projects
SRI (Stimulated Recall Interviews)
Journals 1. Does this tool encourage students to consider issues of inclusion, exclusion and/or representation?
2. Does this tool encourage students to draw on their knowledge and experiences, or “funds of knowledge”?
3. Does this tool support students to construct multiple meanings of the text?
4. Does this tool encourage students to consider how their analysis of the text has affected their thoughts and/or actions?
5. How does this tool position students and the teacher (expert, novice, deficit, etc.)? Ask yourself...
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