SSTESOL-2016
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This document summarizes a presentation about three individuals' journeys from limited English proficiency to becoming educators. The presentation examines their perspectives on how their bilingual experience and struggles with language, culture, and prejudice shaped their paths. It explores how they overcame obstacles through empowerment, advocacy, and becoming agents of emancipatory praxis in education. The presentation concludes by suggesting areas for further research on supporting high-achieving English language learners.
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SSTESOL-2016
- 1. Critical Pedagogy in ES(O)L Research: Three Journeys from LEP to Educators Elizabeth Visedo, Ph.D. Independent Scholar SSTESOL, West Palm Beach, May 12, 2016
- 2. A little about me ? Born in Argentina in the XXth c. ? Started working in adult- literacy training at age 13 using Freire¡¯s method ? Graduated as an EFL teacher in 1985 ? 35+ years teaching ? EFL, ESP, TEFL (in AR) ? ESL, ESOL, TESOL, EAP (in the US) ? Ph.D. in Second Language Acquisition & Instructional Technology at USF, Tampa (2013) ? interests ? ELLs¡¯ & ISs¡¯ Advocacy ? Multicultural issues in ES(O)L ? Humor as a pedagogical tool 1
- 3. Presentation Framework Problem Questions Design Method Data Cases Their Ordeals & Our Challenges Our Practices 2
- 4. Framework 3
- 5. L1-Spanish Problem ? Largest minority group since 2002 ? 133 million in 2050: the US will have the largest L1-Spanish population in the world in ~ 34 yrs. ? 57.5% adults no HS diploma ? 2.5% no formal ed. of any kind ? 40% finish HS ? 53% quits college no degree ? <20% associate degree ? <25% bachelor¡¯s degree ? <7% master¡¯s degree ? <0.7% doctoral degree ? 6 yrs. after starting college ? 15.9% certificate degree ? 8.4% associate degree ? 16.9% bachelor¡¯s degree ? 7.5% still in a 4-year institution ? 9.2%, in a <4-year institution ? 42.1% drops out ? Research focus on underachievement & failure ? Disregard for the above-average data ? i.e. L1-Spanish ELLs/ISs who do graduate fr college & are high achievers (GPA>3.01) 4
- 6. What Purpose ? To expose and explain ? the perspectives of three L1- Spanish ELLs/ISs ? high achievers ? on their biliteracy experience ? to become educators in the US Questions ? What are their perspectives on the relevance of their billiteracy experience to become educators in the U.S.? ? How do they describe their journey? ? Why did they become educators in the U.S.? ? Did digital technologies have any impact on their journey? 5
- 7. Design Case 1 Case 2 Case 3 Case 4 Cases Quintain Multicase Study (Stake, 2006) 6
- 8. Method Selection Questionnaire Participant Guides ? Semi- Structured Interviews Individual + one group interview Narratives Artifacts Researcher¡¯s Reflective Journal ? One f2f ? Emails ? Member checks B L O G S 7
- 9. Participant Profiles Pseudonym Gen. /Age Place of Birth L2 Age on Arrival Total Time GPA >3.01 Ed. Level f /29 French English 15 14 yrs. BA: 3.4 MEd: 3.9 PhD: 3.8 ABD Pursuing PhD in ESOL/ Bilingual Education m /35 French English 23 12 yrs. BA: 3.1 BA: 3.2 MA: 3.6 EdS: 3.8 EdS in Instructional Technology Pursuing PhD f /41 English 8 41 yrs. BA: 3.8 MA: 4.0 MAT TESOL Planning an EdS 8
- 10. Summary of Data Collected Case Quest. via @ via # time via # artifacts mostly via @ member checks via @ 1 on- line ind. group 4 1 12h10m 2h57m blog @ 3 36 cv, silhouette, books, songs, movies, URLs, videos, writing 6 (5 int. +1 case report) 1 on- line ind. group 6 1 12h55m 2h57m blog @ 3 56 cv, silhouette, music videos, URLs 8 (7 int. +1 case report) 1 on- line f-2-f ind. group ind. 4 1 1 9h03m 2h57m 3h15m blog @ 6 42 cv, silhouette, books, cartoons, TV shows, URLs 7 (6 int. +1 case report) Interviews blog 9
- 11. Backgrounds F¨¢tima High-middle class Catholic family Rich symbolic universe Outstanding student Destined to be a lawyer Obstacles led her to become an educator Cultural issues so negative that she lost her health S¨¦neca High-middle class Agnostic family Rich symbolic universe Spanish-French bilingual school Wanted to be a diplomat or a politician Fascinated with English & American culture Problems with English led him to IT Victoria Field-working class Catholic family No electricity or running water 3 little books in Spanish Multi-grade rural classroom Entered the US as a refugee Changed from job corporate America to education to become an ELL/IS advocate 10
- 12. Their Ordeals & Our Challenges F¨¢tima ¡°LEP classification is so biased¡± ¡°ESOL was a waste of time¡± ¡°I don¡¯t like English¡± ¡°They think Latinas are vain¡± ¡°I can¡¯t connect with Americans¡± ¡°Try a community college¡± ¡°I got very, very sick¡± Victoria Improving L1 ¡°I lost that opportunity¡± Culture shock ¡°So many years of not knowing what I was doing wrong¡± Prejudice ¡°What does a Cuban look like?¡± ¡°You have a quarantining disease, LEP¡± S¨¦neca ¡°Here it¡¯s competition to the death¡± ¡°They won¡¯t correct you here¡± ¡°Maybe you can find a little job somewhere in Miami¡± ¡°You cannot fend for yourself well w/o the language¡± ¡°My perception was ¡®I¡¯ve become a blockhead! What¡¯s wrong with me?¡± ¡°I belong nowhere now¡± 11
- 13. Breakthrough Paths ? Family ? Technologies ? Friends ? Books ? Mentors ? Belonging ? Acknowledgement ? Empowerment ? Identity ? Advocacy ? Family ? Technologies ? Friends ? Books ? Mentors ? Belonging ? Acknowledgement ? Empowerment ? Identity ? Advocacy ? Family ? Technologies ? Friends ? Books ? Mentors ? Belonging ? Acknowledgement ? Empowerment ? Identity ? Advocacy F¨¢tima: Hope S¨¦neca: Praxis Victoria: Dialog 12
- 14. Findings FromLEPtoeducator Language shock Culture shock Prejudice Information chasms Ignorance about C1 Withdrawing C2 resourcesUprooting Homesickness Confusion ES(O)L classification & promotion Empowerment through Conscientization Advocacy Becoming educators Family & L1 comm. 13
- 15. ? Information to policymakers & admins for their decisions about ELLs/ISs ? Importance of bilingual educators as emancipatory agents ? Impact of lived experiences on academic achievement & professional choices ? acknowledge relationships of power & inequality ? clear the way for multiplicity & transformation Other Agents Social & political praxis 14
- 16. Our Practices 15
- 17. Emancipatory Praxis Suggestions for Educators (host-culture insider mentors) ? Let¡¯s go out! ? Culture shelter ? Empowerment workshops ? Challenge me, Teacher ? Please, correct me Suggestions for Researchers ? In what ways & under what conditions do L1- Spanish ELLs/ISs high achievers in American education develop their critical literacy? In what ways, if any, ? do digital technologies add to the wellbeing of ELLs/ISs through distance family support? ? is the relevance of digital technologies in biliteracy experiences related to age and country of origin? ? do gender roles impact the biliteracy experiences of L1-Spanish ELLs/ISs? 16
- 19. My thanks to Li-Lee Tunceren for taking this picture. West Palm Beach Marriott,, May 12, 2016
- 20. Please, acknowledge the author. Feel free to use this presentation for educational and informative purposes. Play in show mode to enable animations. Contact me with any questions, comments, or concerns. Copyright ? 2016 and onwards Elizabeth Visedo