Examining the Value of Online Intercultural Exchange (OIE) in Cultivating Agency-focused, (Inter)Culturally and Linguistically Responsive Pedagogy: A Story of One Collaborative International Project for English Learners

This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs). First, we argue for the value of expanding cultural responsiveness to include an intercultural framing that not only cultivates ELs’ pride in their multicultural heritage, but also fosters their identities and capacities as global citizens. Second, we make a case for foregrounding student agency as a necessary prerequisite for what has been conceptualized as the ultimate goal of Culturally Sustaining Pedagogy: to be able to maintain one’s cultural practices, while simultaneously learning how to critique dominant power structures (Paris & Alim, 2017). We illustrate how such agency-focused, (inter)culturally and linguistically responsive pedagogy can be enacted in an online intercultural exchange (OIE) program that brought together elementary school ELs in Michigan and Slovak English as a Foreign Language (EFL) learners

Annotated Bibliography of Research in the Teaching of English

Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” and we are proud to share these curated and annotated citations once again. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year that may be of interest to RTE readers. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2019 and June 2020. The bibliography is divided into nine subject area sections. A three-person team of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading empirical journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area

Multiliteracies Pedagogy in Second Language Learning: Examining How Canadian Elementary ESL Classrooms Can Empower Diverse English Language Learners

Canada\u27s socio-cultural landscape is changing every day due to the transitional migration of demographics from all over the world. The immigrant and refugee populations who enter Canadian society are mostly allophones who do not speak English or French- Canada\u27s two official languages as their mother tongue. The allophone students who belong to this migrator group must learn the official languages to get equal access to the country\u27s social and economic sectors. Thus, Canadian schools are entitled to provide adequate support in teaching English and French to these immigrant students to ensure their merging in broader society. But these immigrant students have diverse linguistic and cultural backgrounds. Therefore, they are essentially various in their second language learning needs. For this reason, it is challenging for educators to support these learners considering their linguistic and cultural diversity. The given research paper conducts a systematic literature review with authentic, peer-reviewed resources to examine how multiliteracies pedagogy can inform second language teaching and learning in elementary classrooms of Ontario, Canada. This study deals with the English language learning of multilingual and multicultural allophone English Language Learners (ELLs) in the English as a Second Language (ESL) programs of Ontario elementary schools. This research paper reflects upon different aspects of multiliteracies approaches. It concludes that multiliteracies pedagogy has numerous potentials to address ELL’s diversity and the educators of Ontario elementary ESL programs can offer a better English language learning environment to the ELLs by ensuring proper implementation of multiliteracies pedagogy in their teaching-learning process

Annotated Bibliography of Research in the Teaching of English

Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” a list of curated and annotated works reviewed and selected by a large group of dedicated educator-scholars in our field. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year for RTE readers’ consideration. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2020 and June 2021. The bibliography is divided into nine sections, with some changes to the categories this year in response to the ever-evolving nature of research in the field. Small teams of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading scholarly journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area

Choice, Voice, and Agency : A Photovoice Study Exploring Multiple Means of Expression as Inclusive Pedagogy

Pedagogy that centers primarily on oral and written language significantly limits the educational progress of students with disabilities because it may not regularly afford them opportunities to express what they have learned. It stands to reason that increased opportunities for expression through multiple ways or modes of meaning-making will lead to greater expressivity for all students. This research study documents, examines, and helps support five general and special education teachers’ learning of pedagogical practices that foster increased opportunities for expression of learning with respect to students with disabilities in elementary and middle school (grades 3-7) classrooms. I use photovoice research methodology in which participants took photographs of and shared stories about their regular classroom practice with other participants. Photovoice allows participants to simultaneously grapple with the relationship between perceptions of disability and pedagogical decision-making while designing, implementing, and reflecting on more inclusive practices for students with disabilities. The findings from this study demonstrate that teachers understanding of and practices concerning increased expression for students with disabilities in inclusive classrooms is the result of a localized discourse (Newark, NJ) situated within broader national Discourses related to literacy and disability. The study’s design forefronts the potential of multimodal expression as evidenced by teachers’ own expressions of learning and their descriptions of opportunities offered to students for expression of learning through multiple arts media and modalities. This study adds to the field of inclusive pedagogy by documenting teachers’ ideas, action, and reflection about connections between literacy and disability paradigms and practice as it relates to teaching practice for students with disabilities in inclusive classrooms

The multimodal construction of race : A review of critical race theory research

Issues of race periodically rupture in the national and internationalconsciousness, while at other times, there is a false belief thatsociety has arrived at a post-racial era. Either way, there remainsimpetus for the critical interrogation of the racialisation ofmultimodal literacies in education, and critical race theory (CRT) is aleading approach. This article reviews original studies thatcollectively analyse multimodal texts and practices to understandthe construction of race in education. Multimodal texts haveproliferated in online textual ecologies due to the ease ofproduction and rapid global dissemination of image-based texts inthe twenty-first century. Such texts combine two or more modes,such as images, words, sounds, and gestures. Sites for thecirculation of multimodal literacies–online and offline–serve todisrupt, reify, or perhaps even exacerbate racial identities, prejudice,and subordination in education. The review highlights the prevalentthemes: (a) Discursive construction of race in the spoken mode, (b)Anti-racist and multimodal counter-narratives, (c) The racialisationof multimodal literature for children and adolescents, and (d) Racein music, visual and performing arts, and digital media. Gaps in CRTresearch and challenges are posed for future research of race in thecontext of cultural and technological change

Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education

(First Paragraph) The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO’s Category 1 education Institute in the Asia-Pacific region devoted to education for peace and sustainable development, as enshrined in SDG Target 4.7. UNESCO MGIEP promotes the use of digital learning platforms where teachers and students can co-create and share a highly interactive learning experience. With the rise of the internet, there has been a proliferation of online content and digital resources intended to support teaching and learning, albeit widely varying in quality. Digital education media and resources, if carefully designed and implemented, have a significant potential to be mobilized on a massive scale to support transformative learning for building sustainable, flourishing societies