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Using the Community as a resource in language teacher education Amparo Clavijo Olarte Universidad Distrital Francisco José de Caldas, Bogotá Colombia Judy.

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Presentación del tema: "Using the Community as a resource in language teacher education Amparo Clavijo Olarte Universidad Distrital Francisco José de Caldas, Bogotá Colombia Judy."— Transcripción de la presentación:

1 Using the Community as a resource in language teacher education Amparo Clavijo Olarte Universidad Distrital Francisco José de Caldas, Bogotá Colombia Judy Sharkey, University of New Hampshire Manchester, NH USA

2 Roots of the Bogotá-Manchester Collaboration: City as Curriculum

3 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?

4 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 & Clavijo Olarte, 2012, p. 41)

5 Judys context Manchester NH Pop 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

6 Universidad Distrital Francisco Jose de Caldas. MA Applied Linguistics Bogotá million Large number of displaced children in the poorest public Schools. Many dont 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.

7 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 dont know how to use ss knowledge/experiences in curriculum

8 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

9 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

10 Community Based Pedagogies in LTE Research Observation of community practices Community scanning /mapping Investigating Community Knowledge and practices Funds of Knowledge Examining how Curriculum is constructed, for whom? Developing research projects that address community issues in the language classroom Teaching Understanding Learning as a social practice within a community Reflecting and Identifying key aspects of community literacy practices Establishing possible Connections with the Curriculum content Reflecting upon the implications in their teaching

11 Seminar on Literacy: Investigate the city libraries Intro to Research: Community Mapping Integrating activities at various points in courses & experiences

12 Community Projects with Teachers in Bogota

13 Community investigations Community mapping using photographs 1 Links with the curriculum Standards 2 Planning the pedagogical units using the community assets 3 Implementation of the projects 4 Sharing the outcomes with a wider audience 5

14 Mapeo en la comunidad escolar. Explorar los activos y las ventajas de la comunidad, Identificar los aspectos positivos del entorno Espacios Físicos: Parques, jardines. Zoologicos, areas verdes, vias peatonales, paradas de bus etc. Asociaciones: grupos sociales; grupos Educativos; asociaciones caritativas; grupos ambientales, clubes culturles, sindicatos Individuos: Diferentes tipos de personas en el barrio, familias, lideres en la comunidad, ancianos. Instituciones: Bibliotecas publicas, iglesias, hospitales, colegios, policia, bomberos. Economia Local: Todos los defferentes tipos de negocios existentes. Ahora miremos si tenemos de estos beneficios en nuestro entorno. Encontremos de las 5 categorias

15 Conexiones con los estándares Recursos & conocimientos de la communidad

16 Lenguaje ( grado 6 a 7) Identifico en situaciones comunicativas auténticas algunas variantes lingüísticas de mi entorno, generadas por ubicación geográfica, diferencia social o generacional, profesión, oficio, entre otras. ESTANDARES:

17 Ciencias naturales (grados 6-7) Identifico recursos renovables y no renovables y los peligros a los que están expuestos debido al desarrollo de los grupos humanos ESTANDARES:

18 Linguistic landscaping: how are languages/images used? For what purpose? Whos the audience?

19 Planning the language project 8 th grade SemanaDescripciónObjetivoEstándares Recursos de la comunidad Producto 2- 6 de septiembre/13 Registro fotográfico de grafitis de los barrios donde viven los estudiantes de 802 Identificar grafitis en los barrios mediante registro fotográfico y envío al correo de la profesora Comprendo e interpreto textos, teniendo en cuenta el funcionamiento de la lengua en situaciones de comunicación, el uso de estrategias de lectura y el papel del interlocutor y el contexto. Grafitis de los barrios 9-13 Septiembre/13 Presentación de los grafitis, asignación de nombres Reconocer los grafitis de los lugares cercanos a la comunidad y hacer interpretacion es iniciales de los mensajes expresados allí. Grafitis de los barrios (ppt) Presentación, nominación, interpretacion es iniciales

20 mplementation I mplementation Foto Michelle (paro agrario) Video corto de lenguaje? Química?

21 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

22 Conclusions

23 References Albuja, S. & Ceballos, M. (2010). Urban displacement and migration in Colombia. Forced Migration Review, 34, pp Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in context. New York: Routledge. Block, D. (2006). Multilingual identities in a global city: London stories. New York: Palgrave MacMillan. Delanty, G (2010). Community (2 nd 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), 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), Murrell, P. (2001). The community teacher: A new framework for effective urban teaching. New York, NY: Teachers College Press.

24 Sharkey, J. & Clavijo-Olarte, A. (2012). Community-based pedagogies:Projects and possibilities in Colombia and the US. In Honigsfeld, A.&Cohen, A. (Eds). Breaking the mold of education for culturally andlinguistically diverse students: Innovative and successful practices for21 st century schools. Lantham, MD: Rowman and Littlefield. Wright, W. (2005). Evolution of federal policy and implications of No ChildLeft Behind or language minority students. (EPSL LPRU).Tempe, AZ: Arizona State University.

25 Mu Alba Lucía abatau Soy Alba Lucía Bienvenidos a mi mundo

26 Mu Alba Lucía abatau Me llamo Alba Lucía Mu po agarâ Kimane a Tengo siete años Mu Kidea Embera Chamin Soy Embera katio Mu toda jada purure Risaralda de. Soy de Risaralda Hablo Embera Y Español. Nacimiento Fecha actual

27 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_____________________ ___________________________ _____ Y ahora… Luego de ___________ meses. Vivimos en Bogota, Mi papá trabaja como______________________ ___________________________ ___________________________ _________, y mi mamá______________________ ___________________________ _____ Vivimos en ___________________________ ___________________________ ______ con________________________ ___________________________ ___________________________ _______ Me siento______________________ ___________________________ ___________________________ ______

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