Pedagogy and Power: Addressing Dialectical Diversity in the Elementary Classroom
Presentation by: Navneet Hans, Carol Lin, Vivian Lam, Margaret Early, Margot Filipenko, Jeannie Kerr
Session F | 11:50 – 12:30 | Room 202
Abstract:
In this presentation we will share a collaborative research project that emerged from a Case-Based Inquiry project in our TELL-3C cohort (Teaching English Language Learners through Cross-Curricular Case-Based Inquiry) focused on addressing dialectical diversity in the classroom. This collaborative presentation includes instructors and teacher candidates. Our presentation will include an understanding of “case-based” approaches to research to learn and inform teaching practice. We will also share the research project that explored both the theoretical background of dialectical diversity, as well as considerations for how dialectical diversity might be addressed educationally and respectfully in the classroom. Importantly, we considered the distinctions between “standard English” and “standardized English” and the power and privilege that is differently engaged in each term. As instructors, we will share the opportunities for inquiry-based research that emerge through our cohort format prioritizing the interests of teaching English language learners. As multilingual teacher candidates we will share our research and the ways we prioritized anti-oppressive approaches that appreciate and value diversity from a non-deficit perspective, and attended to our location and related policy framework in British Columbia. From our research we were left with more questions that we would like to engage in with others. In our presentation, we will introduce our themes and project in about 10 minutes to give sufficient context, and will use the balance of time to engage the audience with our questions that emerged from the research.
