Creating Inclusive Learning Environments: Strategies from Performance Based Assessments in a Graduate Linguistics Course

Authors

  • Shelley Wong Associate Professor College of Education and Human Development George Mason University
  • Hye Young Shin Adjunct Faculty College of Humanities and Social Sciences George Mason University
  • Thuy Thi-Minh Tu PhD Student College of Education and Human Development George Mason University
  • Maryam Saroughi

DOI:

https://doi.org/10.13021/G8ZS3C

Keywords:

open access textbook, linguistics, graduate courses

Abstract

This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course.à EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education.à In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan.à The paper describes the use of critical discourse analysis (CDA) and critical race theory (CRT)à to analyze exemplary student assignments and to modify course descriptions of the assignments and the rubrics to support 1) critical examination of text book bias in social studies, math and science textbooks, 2) lesson plans that support teaching linguistically and culturally diverse students especially those who have had interrupted schooling 3) creative use of technology for more inclusive, culturally responsive and socially just classroom practices. àParticipants will gain insights about framing and designing assignments and rubrics to support student learning, while also creating an inclusive learning environment.

Author Biographies

Shelley Wong, Associate Professor College of Education and Human Development George Mason University

Dr. Shelly Wong has taught a pedagogical grammar class at the University of Maryland, the Ohio State University and for the last 10 years at GMU. She has published a single authored book Dialogic Approaches to TESOL: Where the ginko tree grows (Taylor & Francis) and co-authored and co-edited Examining Education, Media and Dialogue Under Occupation: The Case of Palestine and Israel (Multilingual Matters).

Hye Young Shin, Adjunct Faculty College of Humanities and Social Sciences George Mason University

Dr. Hye Young Shin's areas of expertise are Teaching English to Speakers of Other Languages (TESOL) and Korean Language pedagogy. She has translated from English to Korean the book Self-study Teacher Research: Improving your practice through collaborative inquiry.

Thuy Thi-Minh Tu, PhD Student College of Education and Human Development George Mason University

Multilingual Multicultural Education

Published

2016-07-15

Issue

Section

4:15pm-5:30pm POSTER SESSION (Group A- 4:15-4:45pm)