BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Center for Applied Linguistics - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Center for Applied Linguistics
X-ORIGINAL-URL:https://www.cal.org
X-WR-CALDESC:Events for Center for Applied Linguistics
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:UTC
BEGIN:STANDARD
TZOFFSETFROM:+0000
TZOFFSETTO:+0000
TZNAME:UTC
DTSTART:20240101T000000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=UTC:20250322T083500
DTEND;TZID=UTC:20250322T090500
DTSTAMP:20260515T154656
CREATED:20250312T160213Z
LAST-MODIFIED:20250403T134224Z
UID:28581-1742632500-1742634300@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—A Descriptive Study of Students’ Multilingual and Multimodal Communication Practices in Elementary School Science
DESCRIPTION:A Descriptive Study of Students’ Multilingual and Multimodal Communication Practices in Elementary School Science\nDate & Time: March 22\, 2025 | 8:35–9:05 a.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):\nKeira Ballantyne (Center for Applied Linguistics)\nCaitlin Fine (Metropolitan State University of Denver) \nDescription:\nThe last decade has seen increasing interest in benefits that K–12 students gain from using their full linguistic repertoire in classrooms. Foundational theoretical work has established that multilingualism is a fluid and adaptive set of practices embedded in sociocultural interactions (García\, 2009; García & Lin\, 2016; Lopez et al. 2015). Scholars use the term translanguaging to describe the fluid linguistic practices of bilinguals (García\, 2009; Otheguy\, García & Reid\, 2015; Wei & García\, 2022) and also the pedagogical practices that support bilingual students’ full linguistic selves (e.g.\, Cenoz & Gorter\, 2020; García\, 2018; Seltzer & García\, 2020). \nThis empirical study seeks to understand how children use their full linguistic repertoire and communicative resources to represent their understanding of elementary school science. Our study is a component part of developing and validating the Multilingual Multimodal Science Inventory (M2-Si)\, a formative assessment that supports educators in understanding what their students know and can do in science\, not just what their students know and can do in science in English. \nIn collaboration with educators\, the team developed 16 M2-Si classroom activities designed to support multilingual multimodal responses from participating students. The current study examines a large sample of student work produced in response to these activities (n=959). \nData comes from elementary school science classrooms across seven school districts in North Carolina. Classrooms include monolingual English and multilingual students\, and dual language and monolingual instruction. Data were collected collaboratively by researchers and a cohort of eleven practicing classroom educators. \nOur descriptive study seeks to understand the range of multilingual and multimodal practices that students leverage in scientific sense-making activities. We present a classification schema for the activities\, descriptive statistics on the distribution of multilingual and multimodal response types\, and detail on specific communicative practices observed in the dataset.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-a-descriptive-study-of-students-multilingual-and-multimodal-communication-practices-in-elementary-school-science/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-2184295336.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20250322T104000
DTEND;TZID=UTC:20250322T104000
DTSTAMP:20260515T154656
CREATED:20250312T162326Z
LAST-MODIFIED:20250325T141554Z
UID:28587-1742640000-1742640000@www.cal.org
SUMMARY:2025 AAAL Conference Presentation—K-16 World Language Program Articulation in the United States
DESCRIPTION:K-16 World Language Program Articulation in the United States\nDate & Time: March 22\, 2025 | 8:40 a.m. Mountain Standard Time\nLocation: AAAL\, Denver\, CO\nPresenter(s):Jamie Morgan (Center for Applied Linguistics)\nRachel Myers (Center for Applied Linguistics)\nJenna Bushton (Center for Applied Linguistics) \nDescription:\nAlthough articulation between the K–12 and post-secondary levels can bolster enrollment in post-secondary language courses and promote proficiency attainment for language learners (Strawbridge et al.\, 2019)\, more research is needed on best practices for building\, sustaining\, and advocating for effective K–16 world language program articulation. \nThis poster presents findings from the first year of a three-year research study to identify program models and practices that strengthen K–16 world language program articulation in the United States. This part of the study addresses the following research questions: \n\nWhat is the landscape of K–16 world language program articulation in the United States?\nWhat are higher education practices for crediting previous world language study?\nWhat is the current state of world language enrollments in institutions of higher education?\n\nTo investigate these research questions\, we conducted a literature review and gathered information from state\, district\, and individual school/institution web pages\, examining existing articulation practices and policies within and across high schools\, community colleges\, and four-year institutions of higher education. \nFindings presented in the poster will focus on higher education practices for recognizing and crediting previous world language study\, collaborative agreements between schools/institutions\, and the relationship between articulation and enrollment. \nPresenters will discuss implications of the findings and how they can be used to overcome barriers to articulation\, support diverse learners following non-traditional paths to language learning\, and improve and expand instruction in world languages.\nStrawbridge\, T.\, Soneson\, D.\, & Griffith\, C. (2019). Lasting effects of pre‐university language exposure on undergraduate proficiency. Foreign Language Annals\, 52(4)\, 776-797.
URL:https://www.cal.org/event/2025-aaal-conference-presentation-k-16-world-language-program-articulation-in-the-united-states/
CATEGORIES:Calendar of Events,Presentations
ATTACH;FMTTYPE=image/jpeg:https://www.cal.org/wp-content/uploads/2025/02/GettyImages-1432242307-scaled.jpg
END:VEVENT
END:VCALENDAR