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April Cobos
April Cobos

This document outlines the goals and objectives of a professional development for English instructors on working with multilingual and nonstandard dialect students. It aims to provide instructors with an overview of issues these students face, explore relevant scholarship like bidialectalism and code-meshing, and give instructors pedagogical tools and best practices to make their classrooms more effective for these students. Specific topics that will be covered include levels of code-switching awareness, code-meshing strategies, and resources like Rosina Lippi-Green's text on nonstandard dialects. The overall goal is to help instructors provide more student agency and support multilingual and nonstandard dialect students in the writing process.

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April Cobos EFFECTIVE PEDAGOGICAL TOOLS FOR MULTILINGUAL AND NONSTANDARD DIALECT STUDENTS IN THE WRITING CLASSROOM
My main objective is to advocate for more professional development opportunities in the form of conferences, workshops, and in-services for current and future English instructors that allow for a more well- rounded understanding of how to work with nonstandard dialect and multilingual students in the classroom. PURPOSE:
To have current and future English college level instructors walk away from linguistic and language based professional development with a better understanding of how to provide student agency for students with nonstandard dialects in the various stages of their own writing process. GOAL:
Overview of common problems with nonstandard dialect students and multilingual students in the classroom. Explore scholarship, specifically bidialectialism, critical contrastive rhetoric and code-meshing. Provide instructors with pedagogical tools that can be applied to specific classroom settings Provide instructors effective, best pedagogical practices in their own classrooms and to find methods for transforming current practices into more effective practices. PROFESSIONAL DEVELOPMENT OBJECTIVES
Baxter and Hollands categories of student awareness: Low awareness: Those Black American students who speak Ebonics and lack adequate code- switching abilities Some awareness: Those Black American students who speak Ebonics and show some code- switching abilities High awareness: Those Black American students who speak Standard English only or who are bidialectical, speaking Ebonics and having strong code-switching abilities (Baxter and Holland 149) Baxter and Holland present a study about the levels of awareness of code-switching in a study to suggest that instructors need to provide more awareness to their nonstandard dialect students to allow them to have student agency over their own choices in the writing classroom.
Rosina Lippi- Greens text would be a valuable resource for a professional development for English instructors. It covers nonstandard dialects, language myths, Standard English myths, etc.
≠In aiming for praxis with and among students, critical teachers consistently question what they do and critique the means by which they teach students. There is a need for consistent and constant reevaluation of purpose and methodology. In this regard, teachers ask themselves: What am I doing?, Where is it leading?, What do I intend to achieve?, Where might I be better informed? KUBOTA AND LEHNER CRITICAL CONTRASTIVE RHETORIC (PG. 23)
The differences between asking students to code-switch and asking students to code-mesh. They advocate for code- meshing in order to provide more STUDENT AGENCY. CANAGARJAH AND LUNA
CODE-MESHING STRATEGIES C A N AG A R A JA H A N D M I C H A E L - L U N A , 6 0
Baxter, Milton, and Rochelle Holland. Addressing the Needs of Students Who Speak a Nonstandard English Dialect. Adult Basic Education and Literacy Journal 1.3 (Fall 2007) 145- 153. EBSCO. Web. 29 January 2013. Kubota, Ryuko, and Al Lehner. Toward Critical Contrastive Rhetoric. Journal of Second Language Writing 13: (2004), 7- 27. ERIC. Web. 4 March 2013. Lippi-Green, Rosina. English With An Accent. 2nd Edition. Routledge, New York: 2012. Print. ------Companion Website. Routledge. Web. 13 February 2013. http://www.routledge.com/cw/lippi-green-9780415559119/ Michael-Luna, Sarah, and A. Suresh Canagarajah. Multilingual Academic Literacies:Pedagogical Foundations for Code Meshing in Primary and Higher Education.Journal of Applied Linguistics 4.1 (2007): 55-77. EBSCO. Web. 17 Feb 2013. WORKS CITED

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E poster

  • 1. April Cobos EFFECTIVE PEDAGOGICAL TOOLS FOR MULTILINGUAL AND NONSTANDARD DIALECT STUDENTS IN THE WRITING CLASSROOM
  • 2. My main objective is to advocate for more professional development opportunities in the form of conferences, workshops, and in-services for current and future English instructors that allow for a more well- rounded understanding of how to work with nonstandard dialect and multilingual students in the classroom. PURPOSE:
  • 3. To have current and future English college level instructors walk away from linguistic and language based professional development with a better understanding of how to provide student agency for students with nonstandard dialects in the various stages of their own writing process. GOAL:
  • 4. Overview of common problems with nonstandard dialect students and multilingual students in the classroom. Explore scholarship, specifically bidialectialism, critical contrastive rhetoric and code-meshing. Provide instructors with pedagogical tools that can be applied to specific classroom settings Provide instructors effective, best pedagogical practices in their own classrooms and to find methods for transforming current practices into more effective practices. PROFESSIONAL DEVELOPMENT OBJECTIVES
  • 5. Baxter and Hollands categories of student awareness: Low awareness: Those Black American students who speak Ebonics and lack adequate code- switching abilities Some awareness: Those Black American students who speak Ebonics and show some code- switching abilities High awareness: Those Black American students who speak Standard English only or who are bidialectical, speaking Ebonics and having strong code-switching abilities (Baxter and Holland 149) Baxter and Holland present a study about the levels of awareness of code-switching in a study to suggest that instructors need to provide more awareness to their nonstandard dialect students to allow them to have student agency over their own choices in the writing classroom.
  • 6. Rosina Lippi- Greens text would be a valuable resource for a professional development for English instructors. It covers nonstandard dialects, language myths, Standard English myths, etc.
  • 7. ≠In aiming for praxis with and among students, critical teachers consistently question what they do and critique the means by which they teach students. There is a need for consistent and constant reevaluation of purpose and methodology. In this regard, teachers ask themselves: What am I doing?, Where is it leading?, What do I intend to achieve?, Where might I be better informed? KUBOTA AND LEHNER CRITICAL CONTRASTIVE RHETORIC (PG. 23)
  • 8. The differences between asking students to code-switch and asking students to code-mesh. They advocate for code- meshing in order to provide more STUDENT AGENCY. CANAGARJAH AND LUNA
  • 9. CODE-MESHING STRATEGIES C A N AG A R A JA H A N D M I C H A E L - L U N A , 6 0
  • 10. Baxter, Milton, and Rochelle Holland. Addressing the Needs of Students Who Speak a Nonstandard English Dialect. Adult Basic Education and Literacy Journal 1.3 (Fall 2007) 145- 153. EBSCO. Web. 29 January 2013. Kubota, Ryuko, and Al Lehner. Toward Critical Contrastive Rhetoric. Journal of Second Language Writing 13: (2004), 7- 27. ERIC. Web. 4 March 2013. Lippi-Green, Rosina. English With An Accent. 2nd Edition. Routledge, New York: 2012. Print. ------Companion Website. Routledge. Web. 13 February 2013. http://www.routledge.com/cw/lippi-green-9780415559119/ Michael-Luna, Sarah, and A. Suresh Canagarajah. Multilingual Academic Literacies:Pedagogical Foundations for Code Meshing in Primary and Higher Education.Journal of Applied Linguistics 4.1 (2007): 55-77. EBSCO. Web. 17 Feb 2013. WORKS CITED