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Linguistic Inclusivity and Diversity

Linguistic Inclusivity and Diversity. Presented by Sauntia Griffin, Katie Pinney , Katie Gast , and Caitlin Cairncross. Outline of Today’s Workshop. Terms: Community cultural w ealth & different linguistic v ariations Activity: Peanut butter & jelly Discussion. Learning Outcomes.

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Linguistic Inclusivity and Diversity

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  1. Linguistic Inclusivity and Diversity Presented by Sauntia Griffin, Katie Pinney, Katie Gast, and Caitlin Cairncross

  2. Outline of Today’s Workshop • Terms: Community cultural wealth & different linguistic variations • Activity: Peanut butter & jelly • Discussion

  3. Learning Outcomes • Students will be able to name linguistic variations and responsibilities in order to meet diverse needs in the classroom. • Students will have increased awareness of how linguistic variations affect children in a school setting. • Students will recognize linguistic diversity is an asset and brings richness into the classroom. • Students will identify ways some students are privileged through language. http://pages.vassar.edu/teachingtales/2012/10/30/science-as-a-foreign-language/

  4. Context - why are we here? • It is important to consider different linguistic variations and responsibilities that may be present in the classroom, and how these variations can and should be supported. • Community Cultural Wealth: knowledge, skills, abilities, and networks used by Communities of Color to overcome/survive oppression. These strengths must be acknowledged and seen through an asset-based lens in schools to provide the best support for students and to move towards a more just society (Yasso, 2005) • Language & Identity: language is embedded in identity and culture

  5. Definitions • Code switching: The act of switching from one dialect to another. • Dialect: A regional variety of language distinguished by features of vocabulary, grammar. • ELL: Someone who has a first language other than English and is in the process of acquiring English in a formal education setting. • Language Brokering:An informal process of translating the occurs between children of immigrant parents, or other family members (Carona, 2012). Language brokering occurs when individuals who generally have less authority and no formal training linguistically and culturally mediate for two or more parties (Kam, 2011).

  6. Reflection • How does the activity connect to both linguistic variations/responsibilities and community cultural wealth?

  7. Wrap Up/Assessment • What we hope you learned from today’s workshop • It is important to encourage students and call to attention the skills & abilities that they gain from their linguistic diversity • Ways that linguistic diversity can be an asset • Increased cognitive functions • Increased awareness and responsibility surrounding household responsibilities • Increased richness and ability to express themselves Write a one minute paper on the following questions: • How you can apply some of the things that we’ve discussed in this workshop to your work with SUYI? • Did you feel that this workshop was helpful? • What are some things you are still left wondering?

  8. REFERENCES • http://www.merriam-webster.com/dictionary/ • Corona, R., Stevens, L., Halfond, R., Shaffer, C., Reid-Quiñones, K., & Gonzalez, T. (2012). A qualitative analysis of what Latino parents and adolescents think and feel about language brokering. Journal of Child & Family Studies, 21(5), 788-798. doi:10.1007/s10826-011-9536-2 • Kam, J. A. (2011). The effects of language brokering frequency and feelings on Mexican-heritage youth's mental health and risky behaviors. Journal of Communication, 61(3), 455-475. doi:10.1111/j.1460-2466.2011.01552.x • Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. doi: 10.1080/1361332052000341006

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