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DTSTART;VALUE=DATE:20250425
DTEND;VALUE=DATE:20250426
DTSTAMP:20260405T234652
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SUMMARY:AERA 2025 Annual Meeting Presentation—Teachers’ Development of Critical Consciousness around Multilingual Families
DESCRIPTION:Teachers’ Development of Critical Consciousness Around Multilingual Families\nDate & Time: April 25\, 2025 | 9:50–11:20 0.m MT\nLocation:  The Colorado Convention Center\, Floor: Meeting Room Level\, Room 711 \nPresenter(s): Sarah Howard \nDescription: \nFundamental to teachers’ culturally relevant instructional practices is their knowledge of students and families (Gay\, 2010; Ladson-Billings\, 2014)\, but teachers typically receive little preparation in how to meaningfully engage with multilingual families and communities (Green\, 2018; Jones\, 2020). Aligned with recent calls to learn from and build on multilingual families’ dynamic literacy practices (Paulick et al.\, 2020)\, this case study explores the experiences of in-service dual-language teachers participating in a professional learning initiative designed to build their critical consciousness around family literacy. We address the question: How did participating teachers develop critical consciousness around multilingual families’ literacy practices through participation in this program? This intrinsic case study (Stake\, 2006) focuses on a cohort of dual-language teachers (N = 4) from Applegate School District (pseudonym) who participated in an online university ESOL and Dual Language endorsement program that included coursework as well as a teacher-designed and district-specific family literacy project. This district was selected because of its long-standing dual-language programming. Data include two teacher focus groups (at the program’s beginning and end)\, an interview with their district facilitator\, and teachers’ online course discussions and submissions. Researchers read data for inductive themes around family literacy\, which they aligned with the critical consciousness principles for dual-language teachers (Dorner et al.\, 2022). To capture change over time for individual teachers and the district cohort\, data were also coded to capture stages of development\, as articulated in Harro’s (2000) cycle for liberation\, which outlines intrapersonal\, interpersonal\, and systemic changes educators experience as they develop critical perspectives. Initial analyses suggest that dual-language teachers engaged in critical intrapersonal and interpersonal development through course discussions that asked them to historicize their own and their students’ family language practices\, conversations that were marked by a strong sense of solidarity among teachers and with the multilingual families they served. Although some teachers could already embrace discomfort and listen critically\, all showed evidence of further developing these skills through assignments and activities that asked them to engage directly with multilingual families to better understand their literacy practices. Finally\, many dual-language teachers planned future systemic changes to help their schools affirm multilingual families’ identities\, interrogate power by calling out inequitable circumstances\, and center the translingual practices of families and communities. However\, multiple teachers were ambivalent about the teacher-designed and district-specific family literacy project\, which was created to support systemic change\, suggesting the challenges involved in developing critical consciousness in ways that support systemic changes to better serve multilingual families. From a theoretical perspective\, this analysis demonstrates the promise of applying critical consciousness and cycle for liberation frameworks to multilingual family literacy together to better understand the development of critical consciousness over time. This study also highlights successful areas for university endorsement programs aiming to develop critical consciousness for dual-language teachers around multilingual family literacy through intrapersonal self-reflection\, engagement with peers\, and direct experience with multilingual families. At the same time\, it underscores variation in teachers’ uptake of these ideas\, particularly when participating in systemic change.
URL:https://www.cal.org/event/teachers-development-of-critical-consciousness-around-multilingual-families/
CATEGORIES:Calendar of Events,Presentations
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20250425
DTEND;VALUE=DATE:20250426
DTSTAMP:20260405T234652
CREATED:20250417T131034Z
LAST-MODIFIED:20250501T193628Z
UID:28771-1745539200-1745625599@www.cal.org
SUMMARY:AERA 2025 Annual Meeting Presentation—Developing a Classroom Assessment System in Science: Centering Educators' and Multilingual Students' Voices
DESCRIPTION:Developing a Classroom Assessment System in Science: Centering Educators’ and Multilingual Students’ Voices\nDate & Time: April 25\, 2025 | 1:30 – 3:00 p.m MT\nLocation: The Colorado Convention Center\, Floor: Meeting Room Level\, Room 403 \nPresenter(s): Keira Ballantyne\, Brittany York\, Amy Burden\, Ivanna Anderson \nDescription: \nThe Multilingual Multimodal Science Inventory (M2-Si) is a classroom assessment designed to showcase what students know and can do in science\, not merely what students know and can do in science in English. This study focuses on the development and pilot testing of M2-Si classroom activities\, evaluating the implementation of activities in classroom contexts in collaboration with students and educator-researchers (ERs).\nTheoretical perspectives encompass assessment\, multilingualism\, and science education. \nAssessment is a sociocultural practice rooted in cultural\, social\, and educational contexts (Shohamy\, 1998; Chalhoub-Deville and Tarone\, 1996). Experts suggest traditional content area assessments may not meet multilingual learners’ (MLs) needs (ELL Working Policy Group\, 2011\, 2015; Robinson-Cimpian et al.\, 2016; Menken\, 2008). \nMultilingualism is an asset that students bring to their learning. Students thrive when their full cultural and linguistic identities are welcomed into the classroom (Alim & Paris\, 2017; Arias\, 2022; Bucholtz\, 1999; Esteban-Guitart & Moll\, 2014; Gay\, 2010; Moll et al.\, 1992; Rymes & Pash\, 2004; Wortham\, 2006). Learners understand\, generate\, and communicate about content using their full linguistic repertoires\, including translanguaging practices (García\, 2009; García\, Johnson\, & Seltzer\, 2016; Schissel et al.\, 2018). \nWhile research shows that diverse teams produce more impactful science (Powell\, 2018)\, ML students continue to be underrepresented in science and engineering (NASEM\, 2018). We ground our approach in local contexts. Assessment activities are aligned with relevant science standards and reviewed using a modified NGSS science task screener tool. \nOur study proceeds in two methodological phases. First\, 15 grade 3–5 ERs attended a science education conference and activity development workshop\, including PD around science\, assessment\, and multilingualism and multiliteracies. The research team developed 2 example activities\, and ERs developed 14 draft assessment activities. \nNext\, 11 ERs pilot-tested these 16 activities\, for a total of 54 implementations. Data include a total of 16 videos\, 30 observational notes\, 54 ER reflections\, 29 student interviews\, and notes from 8 PLC meetings. Student participants (n = 279) include 62 current and 33 former MLs and 16 other multilingual students. \nPreliminary results suggest that educators can implement the activities with modifications and that activities are engaging for ERs and students. “Suddenly my students who don’t speak any English were engaged\, making connections to their life of what they had seen in their home country\, and sharing their thoughts and experiences excitedly with the class.” There is evidence of students using multiple linguistic and multimodal resources\, and some evidence that educators can use results to adjust instruction. “This activity opened my eyes to other ways to assess student understanding of concepts other than just formal assessments on paper.” \nBeyond the significance of these results to the project at hand\, we wish to highlight the significance of this methodological approach to constructing a statewide assessment. Our assessment centers validity for multilingual learners\, welcoming students to bring their full linguistic and multimodal communicative repertoires into play. We include the voices of educators as critical designers and researchers in the work and incorporate feedback from student voices as a key design element.
URL:https://www.cal.org/event/aera-2025-annual-meeting-presentation-developing-a-classroom-assessment-system-in-science-centering-educators-and-multilingual-students-voices/
CATEGORIES:Calendar of Events,Presentations
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