DeKalb County has transformed significantly over the past 80 years. There have been flows of immigrants and transnationals into the area since the late 19th and early 20th centuries, making present-day DeKalb a very diverse community. The children of transnationals in the U.S. find themselves at once students and teachers of their cultures and languages. Whether we speak our family’s languages or not, many of us born to parents from another country desire a connection to our linguistic heritage so that we can journey towards comfort and a sense of belonging. Drawing from the revolutionary Latin American literary genre, Testimonios (Saavedra, 2011), we share our stories with the hopes of planting a seed for new directions. From a decolonizing, postcolonial framework, we suggest ways to support bilingual and transnational students and groups by connecting to their cultural and linguistic assets through Culturally Relevant Pedagogy (CRP) and Funds of Knowledge (Ladson Billings, 2009; González et al., 2005). The article begins with our theoretical framework, followed by an overview of DeKalb County’s history and demographics. We continue with our testimonios and conclude with suggestions for connecting with bilingual students and communities.
迪卡尔布县在过去的80年里发生了巨大的变化。自19世纪末和20世纪初以来，移民和跨国公司不断涌入该地区，使今天的迪卡尔布成为一个非常多样化的社区。在美国的跨国公司的孩子们发现自己立刻成了他们的文化和语言的学生和老师。无论我们是否会说自己的母语，我们中的许多人都渴望与自己的语言遗产建立联系，这样我们就能走向舒适和归属感。从拉丁美洲的革命文学流派，证言(Saavedra, 2011)，我们分享我们的故事，希望播下新的方向的种子。从去殖民化、后殖民的框架来看，我们建议通过文化相关教学法(CRP)和知识基金(Ladson Billings, 2009)与他们的文化和语言资产联系起来，以支持双语和跨国学生和群体。González et al.， 2005)。文章从我们的理论框架开始，然后概述了迪卡尔布县的历史和人口结构。接下来是我们的推荐，最后是与双语学生和社区建立联系的建议。
{"title":"Testimonio y Teoría: Creating Bridges with Bilingual Communities in DeKalb County","authors":"A. Kaneria, Christian Valdez","doi":"10.52242/GIAJ.V29I1.87","DOIUrl":"https://doi.org/10.52242/GIAJ.V29I1.87","url":null,"abstract":"DeKalb County has transformed significantly over the past 80 years. There have been flows of immigrants and transnationals into the area since the late 19th and early 20th centuries, making present-day DeKalb a very diverse community. The children of transnationals in the U.S. find themselves at once students and teachers of their cultures and languages. Whether we speak our family’s languages or not, many of us born to parents from another country desire a connection to our linguistic heritage so that we can journey towards comfort and a sense of belonging. Drawing from the revolutionary Latin American literary genre, Testimonios (Saavedra, 2011), we share our stories with the hopes of planting a seed for new directions. From a decolonizing, postcolonial framework, we suggest ways to support bilingual and transnational students and groups by connecting to their cultural and linguistic assets through Culturally Relevant Pedagogy (CRP) and Funds of Knowledge (Ladson Billings, 2009; González et al., 2005). The article begins with our theoretical framework, followed by an overview of DeKalb County’s history and demographics. We continue with our testimonios and conclude with suggestions for connecting with bilingual students and communities.","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124005496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"What I Learned the Summer of 2018: Critical Reflections of an ESOL, Language and Literacy Teacher Educator","authors":"Gertrude M. Tinker Sachs","doi":"10.52242/giaj.v28i1.83","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.83","url":null,"abstract":"","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121774615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching English abroad provides an opportunity to travel the world however, it can also be challenging endeavor. Having limited exposure to and understanding of the culture adds to the intensity of the challenge and the inability to navigate daily living in a new environment can be a painful disorienting experience that often results in culture shock. Young Yun Kim’s theory outlines a developmental model that presents the trials of cross-cultural adaptation as a dynamic and transformative process through which “intercultural personhood” can be developed. Kim argues that the stress of acculturation and deculturation is an opportunity for growth that is manifested in cycles of “stress-adaptation-growth”. This account of a three-year experience living and teaching at a public high school in China applies Kim’s model to demonstrate how the difficulties of cross-cultural experiences can be the catalyst for transformation and development of intercultural identity. Developing an understanding of the cultural context through awareness and reflection facilitates the ability to teach students from other cultures. Educators in Georgia, particularly ESL teachers, are likewise challenged by cultural differences with their students and can further develop their intercultural skills in regardless of location.
{"title":"Learning to Teach, Again, in China","authors":"Lisa Lynn McLeod-Chambless","doi":"10.52242/giaj.v28i1.68","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.68","url":null,"abstract":"Teaching English abroad provides an opportunity to travel the world however, it can also be challenging endeavor. Having limited exposure to and understanding of the culture adds to the intensity of the challenge and the inability to navigate daily living in a new environment can be a painful disorienting experience that often results in culture shock. Young Yun Kim’s theory outlines a developmental model that presents the trials of cross-cultural adaptation as a dynamic and transformative process through which “intercultural personhood” can be developed. Kim argues that the stress of acculturation and deculturation is an opportunity for growth that is manifested in cycles of “stress-adaptation-growth”. This account of a three-year experience living and teaching at a public high school in China applies Kim’s model to demonstrate how the difficulties of cross-cultural experiences can be the catalyst for transformation and development of intercultural identity. Developing an understanding of the cultural context through awareness and reflection facilitates the ability to teach students from other cultures. Educators in Georgia, particularly ESL teachers, are likewise challenged by cultural differences with their students and can further develop their intercultural skills in regardless of location.","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132789455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper describes a critical multiculturalist approach the author used, while working as a reading support teacher in a third grade classroom of English language learners. The author shares a step-by-step timeline she used to adopt a social justice agenda in the classroom, while teaching a unit. Through integration of reading and social studies content objectives, the author was able to meet students' reading needs, as well as foster critical thinking through questioning, art, discussion, and writing about matters that were relevant to the students' own lives, their familes' lives and the community, while learning the social studies content. Students were able to identify important problems, determine relevant themes within and across texts, as well as decide on potential solutions. Ultimately, the critical approach, helped students learn that they can be agents of change in their own communities, in and out of school.
{"title":"Boys and Girls for Others","authors":"A. Jackson","doi":"10.52242/giaj.v28i1.79","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.79","url":null,"abstract":"The paper describes a critical multiculturalist approach the author used, while working as a reading support teacher in a third grade classroom of English language learners. The author shares a step-by-step timeline she used to adopt a social justice agenda in the classroom, while teaching a unit. Through integration of reading and social studies content objectives, the author was able to meet students' reading needs, as well as foster critical thinking through questioning, art, discussion, and writing about matters that were relevant to the students' own lives, their familes' lives and the community, while learning the social studies content. Students were able to identify important problems, determine relevant themes within and across texts, as well as decide on potential solutions. Ultimately, the critical approach, helped students learn that they can be agents of change in their own communities, in and out of school. ","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130413344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sociolinguistics, an area not traditionally grouped into TESOL curricula, occupies the limelight in Farrell's fresh addition to the English Language Teacher Development series. Here, educators will find the relevance of sociolinguistics for themselves and their students via accessible summaries of established sociolinguistics research and poignant reflective discussion questions.
{"title":"Book review: Farrell, T.S.C. (2017). Sociolinguistics and Language Teaching. Alexandria, Virginia. TESOL Press, vi + 50 pp.","authors":"William M. Lake","doi":"10.52242/giaj.v28i1.82","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.82","url":null,"abstract":"Sociolinguistics, an area not traditionally grouped into TESOL curricula, occupies the limelight in Farrell's fresh addition to the English Language Teacher Development series. Here, educators will find the relevance of sociolinguistics for themselves and their students via accessible summaries of established sociolinguistics research and poignant reflective discussion questions.","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127910781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With class sizes, administrator expectations, and general workloads increasing, ESOL teachers can feel overwhelmed. This article describes the benefits that ESOL teachers may experience when collaborating with school library media specialists (LMSs) regarding the differentiation of instruction, collaborative planning of lessons, technology integration, and student relationships.
{"title":"Benefits of Collaboration between the ESOL Teacher and the Library Media Specialist","authors":"Kelly Paynter, S. Arnett","doi":"10.52242/giaj.v28i1.77","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.77","url":null,"abstract":"With class sizes, administrator expectations, and general workloads increasing, ESOL teachers can feel overwhelmed. This article describes the benefits that ESOL teachers may experience when collaborating with school library media specialists (LMSs) regarding the differentiation of instruction, collaborative planning of lessons, technology integration, and student relationships.","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131945566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Funded by GATESOL, I had the privilege of presenting at the 2016 Peru TESOL conference in Arequipa. In this poem, I write about my inspiration of becoming fluent in Spanish by drawing on my interactions with and observations of locals and backpackers, non-native speakers of Spanish, in Cusco, Machu Picchu, Lima, and Ollataytambo beyond Arequipa during my extended 10-day stay in Peru. I describe how exhilarating it was to try out my limited Spanish and to watch crosslinguistic influences at work. In this poem, I write in all four languages of which I have varying proficiencies: Korean, English, Farsi, and Spanish in hopes to encourage teachers to allow multilingual students to draw on all linguistic repertories when learning in school (please see Ofelia García and her colleagues’ work on translanguaging). ReferenceGarcía, O. Wei, L. (2015). Translanguaging, bilingualism and bilingual education. In W. E. Wright, S. Boun, & O. Garcia (Eds). The handbook of bilingual and multilingual education (pp. 223-240).
{"title":"Multilingual self: Inspired by a recent trip to Peru","authors":"Jayoung Choi","doi":"10.52242/giaj.v28i1.72","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.72","url":null,"abstract":"Funded by GATESOL, I had the privilege of presenting at the 2016 Peru TESOL conference in Arequipa. In this poem, I write about my inspiration of becoming fluent in Spanish by drawing on my interactions with and observations of locals and backpackers, non-native speakers of Spanish, in Cusco, Machu Picchu, Lima, and Ollataytambo beyond Arequipa during my extended 10-day stay in Peru. I describe how exhilarating it was to try out my limited Spanish and to watch crosslinguistic influences at work. In this poem, I write in all four languages of which I have varying proficiencies: Korean, English, Farsi, and Spanish in hopes to encourage teachers to allow multilingual students to draw on all linguistic repertories when learning in school (please see Ofelia García and her colleagues’ work on translanguaging). ReferenceGarcía, O. Wei, L. (2015). Translanguaging, bilingualism and bilingual education. In W. E. Wright, S. Boun, & O. Garcia (Eds). The handbook of bilingual and multilingual education (pp. 223-240).","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131454440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For four years, ESOL teachers in Effingham County have partnered with Georgia Southern University to provide a no cost Language Experience Camp for English learners and their families. Our Language Experience Camp has three goals: 1) provide continued language development opportunities, 2) develop a sense of connectedness among ELs, their families, the school system, and the larger community, and 3) create a fun and engaging learning environment. It has become a place where students and families connect with ESOL teachers and the ESOL director as well as students from across the county. It is an example of how one county has adjusted to their changing student demographic in a way that supports students academically and also helps them integrate socially.
{"title":"Language Experience Camp: Connecting Schools, Students and Families in Southeast Rural Georgia","authors":"A. Leckie","doi":"10.52242/giaj.v28i1.80","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.80","url":null,"abstract":"For four years, ESOL teachers in Effingham County have partnered with Georgia Southern University to provide a no cost Language Experience Camp for English learners and their families. Our Language Experience Camp has three goals: 1) provide continued language development opportunities, 2) develop a sense of connectedness among ELs, their families, the school system, and the larger community, and 3) create a fun and engaging learning environment. It has become a place where students and families connect with ESOL teachers and the ESOL director as well as students from across the county. It is an example of how one county has adjusted to their changing student demographic in a way that supports students academically and also helps them integrate socially.","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128681171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The summer of 2018 has been marked by heavy-handed anti-immigration legislation and executive orders that will inevitably affect English Language Learners (ELLs) in significant ways. The author examines explanations for the rising wave of anti-immigrant sentiments and discusses research that affirms the true benefits of inclusivity.
{"title":"Anti-immigration sentiments and the true benefits of inclusivity","authors":"Andrea J Jeddi","doi":"10.52242/giaj.v28i1.81","DOIUrl":"https://doi.org/10.52242/giaj.v28i1.81","url":null,"abstract":"The summer of 2018 has been marked by heavy-handed anti-immigration legislation and executive orders that will inevitably affect English Language Learners (ELLs) in significant ways. The author examines explanations for the rising wave of anti-immigrant sentiments and discusses research that affirms the true benefits of inclusivity.","PeriodicalId":143889,"journal":{"name":"GATESOL in Action Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128842895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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