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X-WR-CALDESC:Events for Center for Applied Linguistics
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DTSTART;VALUE=DATE:20250424
DTEND;VALUE=DATE:20250425
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CREATED:20250416T203544Z
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SUMMARY:AERA 2025 Annual Meeting Presentation—A Graduate Student Perspective on ELT Preparation to Advance the Decolonization/Decolonial Project in TESOL/applied Linguistics
DESCRIPTION:A Graduate Student Perspective on ELT Preparation to Advance the Decolonization/Decolonial Project in TESOL/Applied Linguistics\nDate & Time: April 24\, 2025 | 09:50–11:20 a.m. MT\nLocation: The Colorado Convention Center\, Floor: Terrace Level\, Bluebird Ballroom Room 3G\nPresenter(s): Sarah Howard \nDescription: \nFostering critical dispositions (McClure & Vasconcelos\, 2011) and equipping future language educators with the tools to support diverse learners have been central to teacher preparation programs for decades. Innovative language teacher preparation programs aiming to prepare pre-service and in-service teachers for engaging in decolonization efforts underscore the development of these fundamental skills and competencies in the preparation of future leaders. Responding to calls for continuous reflective praxis (Mignolo & Walsh\, 2018) and framed within the theoretical perspective of decolonization and decoloniality\, as articulated by scholars in the field (e.g.\, De Costa et al.\, 2024; Hunt & Leeuw\, 2020; Motha\, 2014; Mignolo & Walsh\, 2018)\, the presenter argues for what English Language Teacher (ELT) preparation programs need to consider in the preparation of future ELT professionals who can advance decolonial work with confidence. Beginning by disclosing their own positionality and motivation for engaging in this work\, the presenter discusses the challenges\, complexities\, and limitations they have observed and experienced when introduced to a decolonial agenda in an existing traditional applied linguistics/TESOL program. Derived from their own educational experiences and reflective praxis\, they discuss what works well and what may still need optimization to prepare pre-service and in-service teachers to advance the decolonization project. The presenter incorporates storytelling in the examination of their experiences navigating decolonial approaches and initiatives in my graduate work within TESOL/applied linguistics individually and with their peers. Reflecting on their personal experience as a new TESOL master’s student encountering the decolonial perspective\, and with the collaborative support and vulnerability of their peers and professor\, the presenter recounts how they gained transformative insight that furthered their passion for the decolonial agenda and fueled a strong desire for advocating for not only multilingual learners\, but also for peers\, colleagues\, and the field at large. In a diverse graduate classroom encompassing both international and US perspectives and lived experiences\, students collectively challenged each other’s preconceptions of education broadly and ELT in particular. The presenter discusses the key features of our collaborative environment that fostered such growth and transformation on their part. Faced with not only the obstacles of rigorous concepts and theories but also students’ ability to be vulnerable with each other and critically reflect on their ideologies and positionalities\, the outcomes transformed how students approach ELT and their current trajectory in the doctoral program. It is hoped that\, in sharing these experiences\, a decolonial agenda can be pushed forward via advocating for the decolonization of ELT programs. Limitations will also be addressed regarding ecological constraints and how the decolonial agenda is a lifelong endeavor with no cure-all for fighting Eurocentric ideologies within applied linguistics (Mignolo & Walsh\, 2018). This contribution demonstrates unique insight into the graduate student perspective on decolonization and the prospective contribution for ELT preparation programs to further support future teachers in advocating for critical transformation for their students and in their workplaces. Additionally\, this presentation highlights programmatic suggestions to instill an environment conducive to decolonizing work for future educators. \n 
URL:https://www.cal.org/event/aera-2025-annual-meeting-presentation-a-graduate-student-perspective-on-elt-preparation-to-advance-the-decolonization-decolonial-project-in-tesol-applied-linguistics/
CATEGORIES:Calendar of Events,Presentations
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20250424
DTEND;VALUE=DATE:20250425
DTSTAMP:20260405T221912
CREATED:20250416T205401Z
LAST-MODIFIED:20250501T193637Z
UID:28760-1745452800-1745539199@www.cal.org
SUMMARY:AERA 2025 Annual Meeting Presentations—Instructional Quality in Collaborative Teaching: What Factors Support or Impede It? 
DESCRIPTION:Instructional Quality in Collaborative Teaching: What Factors Support or Impede It? \nDate & Time: April 24\, 2025 | 1:45–3:15 p.m MT\nLocation:  The Colorado Convention Center\, Floor: Meeting Room Level\, Room 711 \nPresenter(s): Sarah Howard \nDescription: \nCo-teaching is a prominent instructional model used to provide integrated language and content learning for EL-designated multilingual learners (Kibler et al.\, 2023)\, and scholarly attention is often paid to the structures and quality of teacher collaboration itself (e.g.\, Yoon\, 2023). While this work is valuable\, it does not address the resulting instructional quality that students experience\, which Darling Hammond describes as the “sine qua non” (Levin\, 2020\, para. 2) of any reform effort. We draw upon observational and interview data to identify co-taught lessons featuring high-quality instruction (as conceptualized in Walqui & Bunch\, 2019; WestEd\, 2020)\, and then identify the collaborative communities of practice (Lave & Wenger\, 1991) and ecological factors (van Lier\, 2004) influencing these classrooms. We also compare these instructional\, collaborative\, and ecological features to those found in lessons lacking features of high-quality instruction. Data are drawn from 40 co-taught middle and high-school lessons that were observed across three districts and in multiple content areas. Data also include 28 teacher and 33 school and district administrator interviews. Each lesson is treated as an individual case within a multiple case study design (Stake\, 2006). Observational data (i.e.\, fieldnotes\, audio-recordings\, and lesson documents) were used to establish the instructional quality of each lesson\, and both observations and interviews were used to identify the collaborative community of practice among co-teachers and the ecological factors shaping their collaboration. Analysis followed an inductive/deductive design (Fereday & Muir-Cochrane\, 2006)\, with initial inductive coding and memoing followed by alignment of themes to above-mentioned theoretical frameworks\, with adaptations to the frameworks as appropriate. Initial analyses suggest that a relatively limited number of lessons fully met our criteria for high-quality instruction\, conceptualized according to characteristics of academic rigor\, high teacher expectations\, quality teacher/student and peer interactions\, an integrated language focus\, and quality curriculum (WestEd\, 2020). Those that did\, however\, were supported by collaboration among co-teachers that featured extensive planning and ongoing communication\, equitable sharing of responsibilities\, and thoughtful syntheses of both teachers’ pedagogical approaches. These teachers also benefited from school and district ecologies in which administrators were knowledgeable\, co-planning was prioritized\, and co-teachers taught a limited number of other courses. Our analysis suggests that lessons without high instructional quality typically lacked the collaboratives and ecological supports found above. However\, certain instructional patterns—such as rapid curricular pacing\, limited peer interaction\, a lack of teacher relationships with students\, and disconnected language activities—were found even when collaboration and ecologies were strongly supportive. These patterns suggest that although structural support for co-teaching at the secondary level is critically important\, an emphasis on instructional quality reveals multiple notable disjunctures in co-teaching\, even when structures and support for collaboration are present. These are wide-ranging\, from issues of content coverage/pacing to approaches to language pedagogy to opportunities for interaction and relationship-building. Such patterns suggest important areas of professional learning for language and content co-teachers\, and for further research to understand how collaborating teachers can develop this pedagogical expertise together.
URL:https://www.cal.org/event/aera-2025-annual-meeting-presentations-instructional-quality-in-collaborative-teaching-what-factors-support-or-impede-it/
CATEGORIES:Calendar of Events,Presentations
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