voices of english: a resource review

8/12/2019 Voices of English: A Resource Review

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Voices of English as a SecondLanguage: A Resource Review

By: Rosa Di Giovanni, Kayla Mulroy, and Jonathan Lambert

(OISE/UT, June 2014)


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Presentation OutlineO Most appropriate audience and context of the

resource

O Overview of contentO A video excerpt from the resource

O Approach to language teacher education

reflected in the resource

O Description and outcomes of one activity

O Commentary on quality of the resource


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Most appropriate audience and

context of the resourceAudience:

O Pre-service teachers and ESL teachers becomingfamiliar with pedagogy

O Especially in-service teachers infusing ESL pedagogyin their classrooms and schools

O Primary, middle, and senior school teachers

Context:

O Teacher education and teacher training programs

O School libraries in order to be used as a resource byteachers working with culturally and linguisticallydiverse students


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Overview of contentO Consists of 4 videos and 4 companion guides

O 3 videos and their companion guides correspond

with school levels (i.e., primary, middle, senior)and 1 video and its guide is a compilation

O Each video has themes (e.g., immigrant and refugee

experiences) and activities that accompany

these themesO Activities are flexible and meet a range of

professional development needs


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Overview of contentO The aim of the guide is to raise awareness and

improve teachers daily practice with students

learning English

O Each guide is divided into questions, such as How do

ESL students shape their identities?

O Each guide has a list of resources, e.g., titles of books,

journal articles and videos, websites, and discussions

questions


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Overview of contentO The resources activities are organized into three types:

- individual and group activities (e.g., textbook analysis to

look at content from an ESL perspective)- in-class activities (e.g., a questionnaire activity that

assists in creating a collaborative network among

students)

- personal reflection activities (e.g., a timeline activity ona teachers language history and experience, an I Am

Poem)


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Overview of contentO Each guide has different activities, with overlap

O Videos consist of interviews with students and

teachersO Can be used on its own as an info resource

O Can be used as a workshop tool


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Video Excerpt(Approx. 3 min.)

This video is also online athttp://eslinfusion.oise.utoronto.ca/UserFiles/Image/Streamed_Vid_

Resource/ESL%20Infusions%
http://eslinfusion.oise.utoronto.ca/UserFiles/Image/Streamed_Vid_Resource/ESL%20Infusions%http://eslinfusion.oise.utoronto.ca/UserFiles/Image/Streamed_Vid_Resource/ESL%20Infusions%http://eslinfusion.oise.utoronto.ca/UserFiles/Image/Streamed_Vid_Resource/ESL%20Infusions%http://eslinfusion.oise.utoronto.ca/UserFiles/Image/Streamed_Vid_Resource/ESL%20Infusions%http://eslinfusion.oise.utoronto.ca/UserFiles/Image/Streamed_Vid_Resource/ESL%20Infusions%


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Approach to language teacher

education reflected in theresourceWallaces (1995) three models of teacher education


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Wallaces (1995) approaches to language teachereducation and Voices of English


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Description and outcomes of

an activity


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By Rosa (June 2014)


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By Jon (June 2014)


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By Kayla (June 2014)


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Commenting on the quality of

the resourceCummins (2009) criteria for quality:


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the resourceAdequacy

The guides claims and categories are consistent with

the empirical data generated via research

e.g., descriptions include introduction to Cummins(1979) BICS and CALP

e.g., activities build from Dei and Callistes(2000)distinction between Multicultural Education and Anti-racist Education

The videos showcase the testimonies of K-12 studentsand the practioner knowledge of K-12 teachers


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the resourceUsefulness

The resource includes a range of creative, practical activities thatteachers can use in diverse ways.

While promoting teacher learning, the videos model teacher-student interaction and dialogue which pre-service teachers canlearn from.

The guides and videos are audience specific, e.g., primary teacherscan target materials specific for primary school classrooms.

The resource can be used flexibly as teachers pick and chooseaccording to their needs and the needs of their students.

The resource is online, easy to access, and easy to follow.


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the resourceThe adequacy and usefulness of Voices of English (2003)


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the resourceIn addition to meeting Cummins (2009) criteria of

adequacy and usefulness, the website hosting the

resource could include more student artefacts

created via the use of the Voices of Englishresource.

For example, the website could host multimodal

I Am Poem compositions created by primaryschool students.


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Work citedBarduhn, S. & Johnson, J. (2009). Certification and professional qualifications. In A. Burns & J. C. Richards

(Eds.) The Cambridge guide to second language teacher education. New York: CUP. 59-65.

Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimal age

question and some other matters. Working Papers on Bilingualism. 19, 197-205.

Cummins, J. (2009). Transformative multiliteracies pedagogy: School-based strategies for closing the

achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 119.

Dei, G. J. S. & Calliste, A. (2000). Mapping the terrain: Power, knowledge and anti-racism education. InG.J.S. Dei & A. Calliste (Eds.), Power, knowledge and anti-racism education: A critical reader. Halifax:

Fernwood Publishing. 11-22.

Gagn, A. (2003). Voices of English as a second language. Grades 1-12: students and their teachers

(compilation video and handbook). ESL Infusion Initiative, OISE/UT.

http://eslinfusion.oise.utoronto.ca/Home/ESL_Video_Resources/ESL_Infusion_Series/Primary_School_L

evel.html

Graves, K. (2009). The curriculum of second language teacher education. In A. Burns & J. C. Richards

(Eds.) The Cambridge guide to second language teacher education. New York: CUP. 115-124.

Wallace, M. (1995). Training foreign language teachers: A reflective approach. Cambridge: Cambridge

University Press.
http://eslinfusion.oise.utoronto.ca/Home/ESL_Video_Resources/ESL_Infusion_Series/Primary_School_Level.htmlhttp://eslinfusion.oise.utoronto.ca/Home/ESL_Video_Resources/ESL_Infusion_Series/Primary_School_Level.htmlhttp://eslinfusion.oise.utoronto.ca/Home/ESL_Video_Resources/ESL_Infusion_Series/Primary_School_Level.htmlhttp://eslinfusion.oise.utoronto.ca/Home/ESL_Video_Resources/ESL_Infusion_Series/Primary_School_Level.html

voices of english: a resource review

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