|
2020-2021 National Report – Stop AAPI Hate
Japanese Internment Camps: WWII, Life & Conditions – HISTORY
The long history of racism against Asian Americans in the U.S. | PBS NewsHour
Violence Against International Students: A Critical Gap in the Literature (sagepub.com)
The Ethnicity, Race and Multilingualism Committee (ERM) is committed to supporting and promoting the work of scholars from diverse backgrounds. This year, the ERM awarded four doctoral student or early career scholars of color the ERM Travel Award.
Read more about one of our award winners below.
Phyliciá Anderson is a doctoral candidate, adjunct professor, and in the first cohort of the AACTE Holmes Scholars program at Texas Woman’s University to support women of color in pursuing higher education. Her latest publications include a chapter in the book “Engage and Empower: Expanding the Curriculum for Justice and Activism” titled “Cultural (mis)representations in the media: Challenging hegemonic ideas,” a journal article published in the Journal of Language and Literacy Education titled “Language, literacy, and love: A critical framework for teaching adolescent emergent bilinguals,” and a chapter in the book “Leveraging Languages, Literacies, and Cultures: Innovative Approaches for Teaching Multilingual Students” titled “BookSnaps: Reading and analyzing young adult novels across languages.” which is scheduled to be released December 2022.
She has also presented at national and international conferences including the bi-annual European Conference on Literacy in Dublin, Ireland, the Puerto Rico Teachers of English to Speakers of Other Languages annual conference in San Juan, Puerto Rico, the World Education Research Association annual conference in Galicia, Spain, and the American Educational Research Association annual conference in San Diego, California.
Phyliciá’s research explores the ways in which multilingual adolescents use and understand language. She positions criticality in education to counter the hegemonic ideas often perpetuated through traditional, monolingual forms of education. Her recent project investigated the instructional implications of bi/multilingual adolescence reading and writing using another language in a classroom setting which included Spanish, Italian, French, and Black language to name a few. Through this and other research projects she contributes to the dialogue around ethnicity, race, and multilingualism by offering various perspectives of what it means to be bi/multilingual and how these abilities can be leveraged in pedagogical practices.
The Ethnicity, Race and Multilingualism Committee (ERM) is committed to supporting and promoting the work of scholars from diverse backgrounds. This year, the ERM awarded four doctoral student or early career scholars of color the ERM Travel Award.
Read more about one of our award winners below.
Mariana Lima Becker is a Ph.D. candidate in Curriculum & Instruction at the Lynch School of Education and Human Development at Boston College. Before starting her doctoral studies, Mariana was an English as a Foreign Language teacher at schools and several language institutes in her hometown of Recife, Brazil. She is also a licensed English as a Second Language teacher in the U.S. state of Massachusetts.
Her research explores the intersection of bilingual education for language-minoritized students, language and literacy studies, and im/migration. Co-advised by Dr. Jon M. Wargo (Boston College) and Dr. Gabrielle Oliveira (Harvard University), her dissertation examines the experiences of education and literacy practices of Brazilian immigrant children across their homes and classrooms in a dual language bilingual education program (Portuguese-English) in Massachusetts. She is a 2022 NAEd/Spencer Dissertation Fellow and has published research reports in peer-reviewed journals such as the Journal of Early Childhood Literacy, Childhood, and the International Journal of Bilingual Education and Bilingualism.
Mariana’s research critically considers how U.S. public schools respond to increased waves of migrants from non-dominant cultural and linguistic backgrounds. In a recent research project, for example, she explored how young children of Brazilian descent constructed ideas about and avenues of belonging in their K-1 U.S. bilingual classrooms through their language and literacy practices. Additionally, Mariana’s scholarship approaches how transnational communication has been leveraged by im/migrant children and their families to create spaces for the maintenance of kinship ties, affinity, and collaboration, affording key opportunities for language and literacy learning. Mariana’s scholarly work contributes to current dialogues around ethnicity, race, and multilingualism by assembling holistic portraits and understandings of immigrant childhoods as well as the educational trajectories of Portuguese-speaking Latinx populations. Her scholarship also offers insights into how pre-service and in-service educators can prepare to meet not only the academic needs of culturally and linguistically diverse children but also promote well-being, critical consciousness, and robust bi/multilingual identities.
A pesquisa de Mariana considera criticamente como as escolas públicas dos EUA respondem ao influxo de populações migrantes advindas de contextos culturais e linguísticos não-dominantes. Em um projeto de pesquisa recente, por exemplo, ela explorou como um grupo de crianças de ascendência brasileira construíram ideias e formas de pertencimento em suas salas de aula (alfabetização e primeiro ano do ensino fundamental) nos Estados Unidos por meio de suas práticas de linguagem e letramento. Além disso, Mariana aborda como a comunicação transnacional tem sido utilizada por crianças imigrantes e suas famílias para criar espaços para a manutenção de laços familiares, afinidade e colaboração, proporcionando oportunidades importantes para o aprendizado de língua(s) e letramento(s). O trabalho acadêmico de Mariana contribui para os diálogos atuais sobre etnia, raça e multilinguismo por gerar retratos holísticos das infâncias imigrantes, bem como das trajetórias educacionais de populações latinas de língua portuguesa. Sua pesquisa também oferece insights sobre como educadores podem se preparar para atender não apenas às necessidades acadêmicas de crianças imigrantes, mas também promover seu bem-estar, consciência crítica e identidades bi/multilíngues robustas.
The Ethnicity, Race and Multilingualism Committee (ERM) is committed to supporting and promoting the work of scholars from diverse backgrounds. This year, the ERM awarded four doctoral student or early career scholars of color the ERM Travel Award.
Read more about one of our award winners below.
Dr. Chaehyun Lee is Assistant Professor in Elementary and ESL/Bilingual Education in Educational Instruction and Leadership at Southeastern Oklahoma State University. She earned her doctorate in Curriculum and Instruction with a focus on Elementary Literacy and Bilingual Education from the University of Illinois, Urbana-Champaign.
She teaches undergraduate courses on teaching reading and writing, language arts, and social studies for elementary/middle-school pre-service teachers. She teaches graduate courses in English as a Second Language (ESL) and Bilingual Education for in-service teachers working with culturally and linguistically diverse students. Dr. Lee also works with emergent bilingual students as a Korean heritage language teacher at a local elementary Korean language school. Her research interests include bilingualism, biliteracy development, heritage language learning, multicultural education, and teacher education.
Dr. Lee’s research advances the field of multilingual/multicultural education. Dr. Lee’s recent study demonstrated how multilingual and transnational individuals build, construct, and negotiate their hybrid, sophisticated, and multifaceted social and cultural identities through translanguaging and translingual practices as they reflect their funds of knowledge, ideologies, and social/cultural practices. Her work assists teachers in culturally and linguistically diverse classroom settings to value the presence of students’ culture and language abilities and to enhance their educational experiences. Her overall research supports educators becoming well-versed and trained in inspiring multilingual students to reflect on their unique life experiences and multiple identity construction through transnational positioning and translingual writing. Her findings further provide teaching implications for transnational families to better support their children’s language learning, literacy development, and multifarious identity construction.
이교수의 연구는 다언어 및 다문화 교육 발전에 이바지 하고 있다. 이교수의 최근 연구는 다언어를 사용하는 학생들의 탈언어 사용 및 연습을 통하여 어떻게 학생들이 자신의 복합적이고 다면적인 정체성을 형성하고 타협하는지를 보여주었다. 연구 결과는 문화적으로 언어적으로 다양한 교실에서 학생들을 가르치는 교사들에게, 학생들의 언어와 문화의 다양성을 존중하고 그들의 포괄적인 경험을 포용할 것을 권장 한다. 이교수의 전반적인 연구는 학생들의 복합적이고 다면적이지만, 특별하고 고유의 정체성 형성과 문식성 발달을 위하여 숙련된 교사들의 필요성과 가족들의 지지의 중요성을 시사한다.
Cover Photo by John Schaidler on Unsplash
The Ethnicity, Race and Multilingualism Committee (ERM) is committed to supporting and promoting the work of scholars from diverse backgrounds. This year, the ERM awarded four doctoral student or early career scholars of color the ERM Travel Award.
Read more about one of our award winners below.
Andrew del Calvo is a third-year Ph.D student in Teaching, Learning, and Teacher Education at the University of Pennsylvania’s Graduate School of Education and a National Board Certified Social Studies Teacher. Taking an interdisciplinary approach that draws from history education, literacy studies, sociolinguistics, and critical social justice studies in education, Andrew’s work seeks to create a bridge between historical thinking and students’ lived experiences and identities, through curriculum design and teacher education.
Andrew’s current projects include developing dialogic reading and writing interventions for history specific writing conferences, designing professional development to support teachers in enacting culturally sustaining pedagogies around historical writing instruction, and designing and enacting a model for teacher education that centers high school student voices.
Previously, Andrew was a ninth and tenth grade social studies teacher and department chair at Harvest Collegiate High School, a public high school in Lower Manhattan. Prior to this he taught history, civics and economics in the Bronx. He has also served as an adjunct lecturer at The City College of New York, and led professional development in the New York metro area and nationally.
The two projects that I presented at LRA speak to the ways that my work challenges normative discourses around writing instruction in social studies classrooms, and teacher education. In my in-process practitioner research study, my co-researcher and I explore the ways in which “language policing” – when the pre-service teachers (PSTs) that we work with understand their job to be upholding normative racialized language practices – infiltrates how they conceptualize and teach writing to students. While many PSTs want to attend to race, identity, and power in their teaching, they often struggle to see the ways that what Baker-Bell calls, “white language supremacy,” functions in their student teaching placements. Drawing from Patel’s work around “pausing,” we had teachers critically reflect on the theories of language that guided the instructional choices they made around the teaching of writing, finding that this form of anticolonial reflection can destabilize PSTs’ internalized ideologies connected to language policing, and promote more critical awareness of language.
My work with another collaborator illustrates how high school students can give feedback to PSTs’ on their facilitation of social studies discussions. Using critical discourse analysis, we explore the qualities and social languages in their feedback, surfacing the ways in which it is qualitatively different from feedback PSTs would traditionally receive from teacher educators, instructional coaches, or classroom mentors. In short, a large part of my work centers on bringing a critical perspective on language to both social studies education and teacher education, to highlight the power of student voice.
Are you a student already looking forward to this year’s LRA Conference? Have you conceptualized a promising paper based on your research? Would you like the opportunity to have your paper published in Literacy Research: Theory, Methods and Practice?
If so, please consider applying for the LRA 2022 Student Outstanding Research Award.
The Student Outstanding Research Award annually honors a student member of LRA in recognition of an outstanding research paper presented at the Annual Conference.
Requirements include the following:
To be considered, submit your application to Jud Laughter at
jud.laughter@utk.edu with “LRA 2022 SORA Application” in the subject by 1 September
2022.
For more information, visit https://literacyresearchassociation.org/student-outstanding-
research-award/
If you are a doctoral student or early-career, untenured faculty submitting a proposal on the topic of adult literacy to the 2022 LRA Conference, please consider applying for the J. Michael Parker Award.
LRA awards the J. Michael Parker Award to new scholars for a paper they present at the conference that addresses adult literacy/language development and instruction. The award was established in 2001 in honor of J. Michael Parker, winner of LRA’s Student Outstanding Research Award for his work in community-based adult literacy.
To be true to the spirit of J. Michael Parker’s work, the award recognizes studies that examine ways adults further their own language and literacy development within or outside of formal learning contexts, including different social and cultural contexts for learning. The award is designed to encourage work in adult literacy with a variety of populations, including, but not limited to, learners in formal settings such as adult basic education and ESOL classes, family literacy with an emphasis on the adult, as well as those engaged in literacy practices embedded in diverse cultural settings.
In order to be considered for the J. Michael Parker Award, applicants must meet the following eligibility requirements:
Recipients of the award receive a small cash award to be used for conference expenses, as well as a plaque commemorating the award. They are also recognized during a general session of the conference. The award is presented to papers with either a single author or multiple authors, wherein all authors must be a doctoral student(s) or early–career, untenured faculty. For single authored papers, the recipient will receive $500 and a plaque commemorating the award.
For co-authored papers, the recipients will each receive a plaque and will decide amongst themselves how to divide the $500 award.
The LRA member selected for receiving the J. Michael Parker Award should conduct research that is judged capable of making a significant contribution to the theory and/or practice of adult literacy learning and instruction. This means that the paper will be judged by:
Only one award should be given each year (this is to ensure that there are sufficient funds to support participation at the LRA annual conference).
Applicants are required to submit a proposal of their research to the LRA 2021 Conference. If the proposal is accepted, a full research paper (see guidelines below) based on the accepted proposal, must be submitted electronically via email to the chair Mikel W. Cole (mikel.w.cole@gmail.com) by October 1, 2022.
Required Materials Due October 1, 2022, sent via email to mikel.w.cole@gmail.com:
Potential applicants are encouraged to contact the award chair (Mikel W. Cole, (mikel.w.cole@gmail.com) to discuss how their research may fit with the intentions of the award and to make inquiries
SEEKING NOMINATIONS FOR THE 2023 P. DAVID PEARSON SCHOLARLY INFLUENCE AWARD
LRA is seeking nominations for the P. David Pearson Scholarly Influence Award. The purpose of this annual award is to honor, in P. David Pearson’s name, the author(s) of an article, chapter, or book written at least 5 years prior to the nomination, which has positively and demonstrably influenced literacy practices and/or policies within district, school, and/or classroom contexts.
Nominators should demonstrate how the findings or implications of the article, chapter, or book have been used directly by educators or education personnel to craft influential policies and/or initiate and implement innovative classroom practices. Please read the following procedures for additional details regarding this award. Individuals are welcome to self-nominate.
The P. David Pearson Scholarly Influence Award is presented at the Annual Conference and recipients receive a plaque and monetary award.
Procedures for Nomination
Authors wishing to be considered for the P. David Pearson Scholarly Influence Award, or a person who wishes to nominate the author(s) of a piece of writing, are asked to submit the nominated piece, along with a letter of nomination laying out the case for the nomination and providing documentation regarding the influence of the piece on educators’ practices and/or curricula, and/or policy. Impact and influence can be measured both qualitatively (e.g., through testimonials from practitioners and policymakers) and quantitatively (e.g., through citation data).
The nomination materials should also include the CV(s) of the nominated author(s) which can be helpful to situating the nominated piece within a larger body of work and can provide further evidence of influence/impact.
Please note that nominations will be considered automatically for a period of three years and that nominators can revise and/or amend the nomination package for the subsequent years that the nomination is under consideration.
The nomination package should be sent to the co-chairs of the P. David Pearson Scholarly Influence Award Committee by September 5, 2023. The co-chairs are Miranda Fitzgerald (mfitzg21@uncc.edu) and Annemarie Palincsar (annemari@umich.edu).
Each nomination package will be reviewed and scored for evidence of depth, breadth, and duration of the influence, or potential for influence, over time.
DEPTH: The influence of the article/chapter/book on literacy policy or practice has been deeply positive/substantial.
BREADTH: The influence of the article/chapter/book on literacy policy or practice has been widespread.
ENDURANCE or POTENTIAL FOR LONG-TERM INFLUENCE: The influence of the article/chapter/book on literacy policy or practice has been sustained over time.
Please take a moment to submit a nomination for an article for the Arthur Applebee Award for Excellence in Research on Literacy. The deadline is Tuesday, September 6, 2022.
The Arthur Applebee Award for Excellence in Research on Literacy is presented annually to honor an outstanding article in literacy research published in a refereed journal in the previous calendar year. The award is presented in memory of University at Albany – SUNY Distinguished Professor, Arthur N. Applebee, internationally renowned for his seminal scholarship in the fields of literacy and language learning.
In order to be considered for the Arthur Applebee Award, an article must meet the following eligibility requirements:
The topic of literacy research is construed broadly to include research that informs literacy theory, practice, and/or policy. Nominated articles should make significant contributions to the field, yielding the kind of “ah ha” moment that causes the field to see ideas in new ways with promise to positively influence literacy education.
Contributions to the field may include articles that either substantively develop or add to an existing area of research, combine existing areas of research, or create a new or less considered area of investigation. As an award of the Literacy Research Association, the award focuses on the broadest possible conceptualization of literacy, including all the epistemological, methodological, disciplinary, and topical perspectives found in LRA.
Recipients of the award receive a small cash award and a plaque commemorating the award. The authors are also recognized during a general session of the conference. For more information, see this webpage.
To nominate an article, please send an electronic copy of the article and a nomination letter that states how the article meets the criteria to Kathleen Hinchman by Tuesday, September 6, 2022. Self-nominations are accepted.
We welcome nominations for the LRA Early Career Award!
The Early Career Achievement Award was established in 1999 to recognize the work of one member each year who is in the early part of their career.
Eligible members may either self-nominate or be nominated by another LRA member. Nominations should be sent to Kristin Conradi Smith in the form of a letter describing the nominee’s qualifications for the award. Nominations are due May 15th. Nominees will then be contacted and asked to submit a packet for review by the committee (due June 15th).
To be eligible for consideration for the Award, an individual must:
Each year a call and deadline (May 15th) for nominations are announced in the LRA spring newsletter and on the listserv.
Nominations are in the form of a letter describing the nominee’s qualifications for the Award, with priority given to the nominee’s achievements in: 1) research; 2) publication and impact of contributions to the field; 3) service; and 4) teaching.
All nominated members who meet the eligibility requirement will be contacted by the committee chair in April and asked to submit:
More information can be found here.
