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Amparo Clavijo Olarte Universidad Distrital Francisco Jos é de Caldas, Bogot á Colombia Judy Sharkey, University of New Hampshire Manchester, NH USA. Using the Community as a resource in language teacher education. Roots of the Bogot á -Manchester Collaboration: City as Curriculum.
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AmparoClavijoOlarte Universidad Distrital Francisco José de Caldas, Bogotá Colombia Judy Sharkey, University of New Hampshire Manchester, NH USA Using the Community as a resource in language teacher education
Roots of the Bogotá-Manchester Collaboration: City as Curriculum
Multiyear project Question: How do we promote knowledge of/in local communities as rich resources for language teaching and learning and integrate community-based pedagogies into our teacher education programs? Question: How might sharing this work across our contexts be mutually beneficial? Insightful?
Community-based pedagogies Curriculum and practices that reflect knowledge and appreciation of the communities in which schools are located and students and their families inhabit. It is an asset-based approach that does not ignore the realities of curriculum standards that teachers must address but emphasizes local knowledge and resources as starting points for teaching and learning. (Sharkey & ClavijoOlarte, 2012, p. 41)
Judy’s context Manchester NH Pop 108,000; @ 15,000 K-12 students Growing immigrant/refugee population (70+ languages) 40% + ELL pop in one school; 20% in some other schools The most CLD schools have highest poverty rates (85% at one) These schools have the lowest scores -and facing punitive actions
Amparo’scontext Universidad Distrital Francisco Jose de Caldas. MA Applied Linguistics Bogotá pop: @7 million Large number of displaced children in the poorest public Schools. Many don’t speak Spanish as their first language (L1). MA students work in variety of settings: public & private schools, language schools, and universities. They are all in-service teachers.
Similar challenges, different contexts • Poorest schools are the most cult/ling diverse • Over reliance/ emphasis on scripted, imposed curriculum & testing • Practices/policies devalue/ ignore the cult/ling identities of our students/families • Teachers don’t know how to use ss’ knowledge/experiences in curriculum
Local realities reflect larger narratives Transmigrant reality of the 21st century Demographic imperative Restrictive national language policies: Colombia Bilingüe; NCLB Increased standardization in testing and curriculum
Key concepts Community Teacher (Murrell, 2001; 2003): “Possesses contextualized knowledge of the culture, community, and identity of the children and families he/she serves and draws on this knowledge to create core teaching practices necessary for effectiveness in diverse settings” (2001, p. 51) Community-situated pedagogies (Schecter, Solomon, and Kittmer, 2003): Posits community as curriculum resource and challenges teachers to design and implement pedagogies based on community knowledge
Integrating activities at various points in courses & experiences Seminar on Literacy: Investigate the city libraries Intro to Research: Community Mapping
Mapeo en la comunidad escolar. Explorar los activos y las ventajas de la comunidad, Identificar los aspectos positivos del entorno •EspaciosFísicos: Parques, jardines. Zoologicos, areas verdes, viaspeatonales, paradas de bus etc. • Asociaciones:grupossociales; gruposEducativos; asociacionescaritativas; gruposambientales, clubesculturles, sindicatos • Individuos: Diferentestipos de personas en el barrio, familias, lideres en la comunidad, ancianos. • Instituciones: Bibliotecaspublicas, iglesias, hospitales, colegios, policia, bomberos. • Economia Local:Todos los defferentestipos de negociosexistentes. • Ahoramiremossitenemos de estosbeneficios en nuestroentorno. Encontremos de las 5 categorias
Conexionescon los estándares Ciencias Naturales Lenguaje Recursos& conocimientos de la communidad Sociales Inglés
ESTANDARES: Lenguaje(grado 6 a 7)Identifico en situacionescomunicativasauténticasalgunasvarianteslingüísticas de mi entorno, generadasporubicacióngeográfica, diferencia social o generacional, profesión, oficio, entre otras.
ESTANDARES: Cienciasnaturales(grados 6-7)Identificorecursosrenovables y no renovables y los peligros a los queestánexpuestosdebido al desarrollo de los gruposhumanos
Linguistic landscaping: how are languages/images used? For what purpose? Who’s the audience?
Implementation • Foto Michelle (paroagrario) • Video corto de lenguaje? Química?
Results & Significance Positive: Increased and/or changed awareness of local resources and the neighborhoods Making new connections with students and families in out of school contexts Becoming more critical Generating Curricular ideas/possibilities
References Albuja, S. & Ceballos, M. (2010). Urban displacement and migration in Colombia. Forced Migration Review, 34, pp.10-11. Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in context. NewYork: Routledge. Block, D. (2006). Multilingual identities in a global city: London stories. New York: Palgrave MacMillan. Delanty, G (2010). Community (2nd Edition). New York: Routledge. Freire, P. (1988/1970). Pedagogy of the Oppressed . New York, NY: Continuum. Gee, J. (2004). Situated language and learning . New York: Routledge. González, A. (2007). Professional development of teachers in Colombia: Between colonial and academic practices. Íkala, revista de lenguaje y cultura , 12 (18), 309-332. Gruenewald, D. (2003a). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32, (4), pp. 3–12 Gruenewald, D. (2003b). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal. 40, (3), pp. 619–654 Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice , 31 (2), 132-141. Murrell, P. (2001). The community teacher: A new framework for effective urban teaching. New York, NY: Teachers College Press.
Sharkey, J. & Clavijo-Olarte, A. (2012). Community-based pedagogies: Projects and possibilities in Colombiaand the US. In Honigsfeld, A. & Cohen, A. (Eds). Breaking the mold of education for culturally andlinguistically diverse students: Innovative and successful practices for 21st century schools. Lantham, MD: Rowmanand Littlefield. Wright, W. (2005). Evolution of federal policy and implications of No Child Left Behind or language minority students . (EPSL-501-101-LPRU). Tempe, AZ: Arizona State University.
Mubabiazeburata Bienvenidos a mi mundo Mu Alba Lucía abatau Soy Alba Lucía
Te Invito a mi vida Fecha actual Mu Alba Lucíaabatau Me llamo Alba Lucía Mu poagarâKimanea Tengosieteaños Mu Kidea Embera Chamin Soy Embera katio Mu todajadapurure Risaralda de. Soy de Risaralda Hablo Embera Y Español. Fechasimportantes Nacimiento
Y ahora… Bogota puru Y llegamos a una ciudad el día: ______________________ _________________________ El clima era… ______________________________Y yo me sentia …. ____________________________________________________________ Nos quedamos en ______________________________ durante ______________________________ Y luego __________________________________________________________________________________________ Decidimos vivir en los martires porque_____________________________________________________ Luego de ___________ meses. Vivimos en Bogota, Mipapátrabaja como_____________________________________________________________________________________, y mi mamá______________________________________________________ Vivimos en ____________________________________________________________ con_____________________________________________________________________________________ Me siento__________________________________________________________________________________