Global Educators Cohort Program - Teacher Education

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Spring 2014


Tuesday, January 14: Book Launch & Signing
Dr. Django Paris
Room: 252 Ericskon

Tuesday, January 28: Academic Panel
Drs. Richard Beach, Amanda Thein & Allen Webb
Room: 252 Erickson


Tuesday, February 11: Paper Presentation
Dr. Gwendolyn McMillon
Room: 252 Erickson

Tuesday, February 25: CANCELED


Wednesday, March 12: Paper Presentation
Dr. Timothy Shanahan
Room: 252 Erickson
Please note that this session will be held on WEDNESDAY rather than our typical Tuesday date. The time will remain the same (11:00 a.m.-12:30 p.m.)

Tuesday, March 25: Panel Presentation
Drs Margaret Crocco and Mary Juzwik
Room: 252 Erickson


Tuesday, April 22:
Celebrating Dr. Susan Florio-Ruane’s Contributions to Literacy
Room: 252 Erickson

Fall 2013


Tuesday, September 3: Book Launch & Signing

Dr. David Kirkland

A search past silence: The literacy of young black men
Room: 133F

Tue, September 24: Paper Presentation

Dr. Janice Almasi

Critical Reflections on Theory and Research Related to Reading Comprehension Strategies Instruction
Room: 113F

Tuesday, October 8: Panel Discussion

Dr. Dianna Baldwin and Dr. Mary Juzwik

Creating and nurturing effective writing groups
Room: 133F

Tuesday, October 22: Book Launch and Signing

Dr. Tanya Wright and Dr. Susan Neuman

All about words: Increasing vocabulary in the common core classroom, prek-2
Room: 116H

Tuesday, November 12: NCTE Paper Presentations

Sakeena Everett, Mike Macaluso, Cori McKenzie, Natasha Perez, Erik Skogsberg

Room: 116H

Tuesday, November 26: Poster Presentations

Susan Florio-Ruane, Paul Morsink, Maryl Randel, Chad Waldron, Derek Aguirre, Patrick Morris & Christopher M. Clark

Grown in Detroit: Three Studies of Local Decision-Making and Activity in Inner-City Literacy Education In and Out of School
Room: 252

Tuesday, December 3: Paper Presentation

Dr. Peter DeCosta

“Reconceptualizing cosmopolitanism as a dialogic disposition in language and literacy education”
Room: 133F


Fall 2012

All meetings 11:00--12:30


Tue, Sep. 25: LitColl
Room: 116H
Paula Winke


Teachers’ Views on the Validity of Michigan’s NCLB-mandated English Language Proficiency Assessment*

The English Language Proficiency Assessment (ELPA) is used in the state of Michigan to fulfill government-mandated No Child Left Behind (NCLB) requirements. The test is used to promote and monitor achievement in English language learning in schools that receive federal NCLB funding. My goal for this project was to evaluate the perceived effectiveness of the ELPA and see if those perceptions could meaningfully contribute to a broad concept of the test’s validity. I asked 267 K-12 teachers and test administrators their views on the ELPA directly after they administered it to children in Michigan’s public schools. They took a survey with closed and open-ended questions that aimed to tap into the consequential dimensions of test validity. I used exploratory factor analysis to identify five factors relating to the participants’ perceptions of the ELPA. I ran ANOVA tests on the factor scores, which revealed that educators at schools with lower concentrations of English language learners (ELLs) reported significantly more problems in administering the ELPA. I discuss the results not only as a means to better understand the ELPA, but also to contribute to larger-scale discussions about consequential validity and standardized tests of English language proficiency. I conclude by recommending that broadly-defined validity data be used to improve large-scale assessment programs such as those mandated by NCLB.
*This study won the 2012 TESOL Award for Distinguished Research, presented by the TESOL International Association and Heinle Publishers.


Tue, Oct. 9: LitColl
Room 116H
Dr. Ryan Bowles

"An examination of preschoolers' uppercase and lowercase

letter name knowledge".

Letter name knowledge in preschool is one of the strongest predictors
of later reading ability. In this presentation, I describe four
studies that examine measurement of uppercase and lowercase letter
name knowledge and their developmental interrelations. Results
highlight that the child's own name plays an important role in the
development of uppercase letter name knowledge, and that
generalization of uppercase to lowercase is a primary pathway for the
development of lowercase letter name knowledge.

Tue, Oct. 23: LitColl
Dr. Pat Edwards
Agenda: Multicultural Education: Concept, Commitment, Good Teaching

In this talk, Edwards first takes us on a 50 year journey on the emergence of the multicultural education approach in this country. She builds the case that the approach moved from a concept to a commitment among teacher educators over the last fifty years. She argues that bridging literacy and equity fits well in a growing body of scholarship about the need for ways to better teach students who are not members of the culture and class that dominate in school policies, programs, and practices. She reveals that a body of research have concluded that teachers who embody a culturally responsive pedagogy exhibit several specific behaviors in their literacy instruction. These behaviors extend beyond what we might normally consider just good teaching. In the second part of her talk, Edwards identifies six dimensions of social equity teaching that can help teachers see their students’ potential and create conditions that will support their literacy development based on her recently coauthored book Bridging Literacy and Equity: The Essential Guide to Social Equity Teaching (Teachers College Press, 2012).


Tue, Nov. 13
Room 116H
Sergio Keck, Director of Instructional Support Programs, Lansing Public Schools
Shirin Kambin Timms, Executive Director of the Refugee Development Center

Agenda: "English Language Learners--Teaching and Learning"

This presentation will explore what it means to be an English Learner (EL) in Lansing Schools in 2012. It will address the ideology behind the
district's recent reconfiguration as well as how this paradigm and structural shift influences the experiences and services utilized by EL
students. While addressing the role of change relative to this population, it will also underscore how continuity in the area of parent engagement,
cultural adjustment support, and supplemental academic services are critical to the life and success of an EL student. Particular focus will be
placed upon on the power of partnerships to foster collaboration and student achievement. Guest speakers include the Director of Instructional
Support for Lansing Schools, Sergio Keck, and Executive Director of the refugee Development Center, Shirin Kambin Timms.

Tue, Nov. 27: LitColl
Room 116H
Dr. Gary Troia

Agenda: "The Common Core Writing Standards and State Adoption: Are We Moving in the Right Direction?"

Many students do not meet expected standards of writing performance, despite the need for writing competence in and out of school. As policy instruments, writing content standards have an impact on what is taught and how students perform. This study reports findings from an evaluation of the content of a sample of seven diverse states’ current writing standards compared to content of the Common Core State Standards for writing and language (CCSS-WL). Standards were evaluated for breadth of content coverage (range), how often content was referenced (frequency), the degree of emphasis placed on varied content elements (balance), and the degree of overlap between one set of standards and another (alignment). The study addressed three research questions: (1) What is the nature of the CCSS-WL with respect to content breadth, frequency, and balance? (2) What is the nature of the states’ standards for writing with respect to content breadth, frequency, and balance, and how do these compare with the CCSS-WL? (3) To what degree do the states' writing standards align with the CCSS-WL? Results indicated that CCSS-WL are succinct and balanced, with breadth of coverage in some aspects of writing but not others. The seven states’ standards represented varying degrees of breadth, frequency, and balance with few patterns across states. None of the states’ standards had strong alignment with CCSS-WL, indicating potential mismatch between current curricular materials and instructional methods to help students meet grade-level writing expectations in the CCSS.


Tue, Dec. 4: LitColl
Room 116H
Presenters: Youngeun Lee, Cuong Nguyen, Natasha Perez, Kristina Crandall & Guofang Li

Agenda: Teaching and Learning the English Language: A Multinational Perspective

Based on their work in the doctoral seminar TE904: ELL/ESL Research and Practice: K-12 and beyond, a panel of doctoral students from diverse backgrounds, led by Dr. Guofang Li, will take a look at the role of English language teaching and learning from a variety of lenses and contexts to shed light on how policy, pedagogy and practice could be improved to assist learners and teachers in their academic, social and professional success. First, Ms. Youngeun Jee will examine the role native-English speaking teachers play in Korean schools and the educational philosophy hidden in hiring teachers from the United States, the United Kingdom, and Canada. Second, Mr. Cuong Nguyen will investigate the preparation of English as a Foreign Language (EFL) teachers at the Ho Chi Minh City University of Education (Vietnam) and explain how this program fails to adequately prepare pre-service secondary teachers of English. Third, Ms. Natasha Perez will introduce a developing study that focuses on the literacy experiences of a newcomer Cuban immigrant student in Michigan to explore the ways that his literacy skills and abilities “translate” as he acquires English, drawing from socio-cultural and ecological frameworks of literacy transfer and funds of knowledge. Finally, Mrs. Kristina Crandall will address the ways that U.S. public schools marginalize English Language Learners (ELLs) thus preventing these students from participating in authentic multilateral engagement with their native-English speaking counterparts.

Spring 2013


Tue, Jan. 29: LitColl
Room 116H
Shereen Tabrizi, Ph. D
Special Populations Unit Manager/Title III Director
Office of Field Services
Michigan Department of Education

Agenda: "An Overview of the English-learner Program in Michigan"

This session examines the adoption of the WIDA English Language Proficiency Standards in the state of Michigan.
The impact of common entrance and exit protocol for English learners on services and accountability measures are explored.
The session concludes be examining the implications of the standards for teaching and learning.


Tue, Feb. 12: LitColl
Room 116H

Agenda: "The Language and Literacy Doctoral Special Education Program at MSU"

This panel presentation will explore the L and L Doctoral Specialization at Michigan State University. MSU Literacy Faculty will discuss the program, its purpose(s), and be available to answer questions.

Tue, Feb. 26: LitColl
Room 116H
Kathryn Roberts and Rebecca Norman

Agenda: "Relationship between Graphical Device and Overall Text Comprehension for Third Grade Children"

This study examined the relationships between known predictors of reading comprehension (i.e., fluency, vocabulary, cognitive flexibility,
reading motivation and attitude), general reading comprehension, and graphical device comprehension. One hundred seventy third-grade students
completed assessments of known predictor variables and an assessment tapping comprehension of graphical devices commonly found in age-appropriate informational texts: captioned pictures, insets, surface diagrams, cross-sectional diagrams, flow charts, timelines and tables. In
preliminary data analysis (65 of the 170 cases) graphical device comprehension was strongly correlated with reading comprehension, r(64) =
.416, p < .01. Regression analyses, including both the known and new variables, revealed that graphical device comprehension accounted for 8.7%
of variance in general reading comprehension

Fall 2011

All meetings 11:00 - 12:30

Tue, Sep 27: LitColl
Room(s): 116H

Agenda: "Meet the Literacy Faculty at Michigan State University"

The kickoff event of LitCol this year will allow for students in and outside the College of Education to have the chance to become acquainted with faculty who dip their toes or are fully immersed in literacy as part of their work. It is a common refrain among doctoral students of all kinds: "Who ARE the faculty that do literacy research?" This first session will be a chance to learn about the work of various faculty in the college by taking a brief historical tour of their research past, present, and imagined future work. The goal of this session is getting to know who our doctoral students are and connecting them with faculty who may have shared or similar interests. It is likely that this will be our first and best opportunity to meet the majority of literacy faculty within and beyond our College (all faculty who do work in literacy are encouraged to come!).


Tue, Oct 11: LitColl
Room(s): 116H
Dr. Tanya Wright and Dr. Django Paris

Agenda: "Keys to the Academic Job Search "

As recent survivors of the academic job search process, we will host an informal conversation on this topic, including a discussion of the best (and worst) advice we were given on preparing for a job search, finding open positions and compiling materials. We will also share helpful hints and lessons learned through our own interview and campus visit experiences. If you are on the academic job market this year or are thinking of pursuing the market in future years, this is inside information you may never get anywhere else!

Tue, Oct 25: LitColl
Room(s): 116H
Laura Apol, Michigan State University
Professor, TE

Agenda: "The Back Door of Heaven: Poems out of Rwanda"

For the past several years, Dr. Laura Apol has facilitated a collaborative project involving educators and mental health professionals in the US and Kigali, Rwanda. Based on a writing workshop model, the project uses narrative writing to promote healing among high-school-aged orphan survivors of the 1994 genocide of Tutsis in Rwanda, working with the stories written by survivors to create a literature for the children of Rwanda and of the world.

Since the inception of the project, Laura has made several trips to Rwanda and gathered a number of survivor testimonies. At the same time, she has also written her own poetry based on her experience of post-genocide Rwanda, along with a novel for young adults based on the testimony of one survivor.

In this presentation, Laura will introduce the writing-for-healing project, then read from her collection, The Back Door of Heaven: Poems out of Rwanda. She will also address, briefly, the challenges and responsibilities of writer as witness.


Tue, Nov 8: LitColl
Room(s): 116H
Dr. Stephanie Nawyn
Professor, Sociology

Agenda: "Linguistic Isolation and Social Capital in Refugee Populations"


Tue, Dec 13: LitColl
Room(s): 116H
Betsy Ferrer

Agenda: "Can't Hold It Any Longer"

Wed, Dec 14: LitColl
Room(s): 116H
Laura Jimenez

Agenda: (Special Session) Job Talk Presentation

Spring 2012
(all meetings are from 11:00am - 12:30pm)

Tue, Jan 17: LitColl
Room(s): 116H
Tanya Christ

Agenda: Bridging the Vocabulary Gap: A Model of Meaning Vocabulary Instruction

in Early Childhood Classrooms

The purpose of this study is to explore a model for meaning vocabulary (MV) instruction in early childhood classrooms and examines its effectiveness for improving children’s vocabulary knowledge. Young children’s MV knowledge closely correlates with their later reading comprehension and academic success. Unfortunately, children from low socio-economic status (SES) families often begin school with significantly smaller MV than high SES children in the United States. To bridge the vocabulary gap, we conducted an 8-week formative experiment (Rinking & Bradley, 2008) in a 4-5-year-old urban Head Start classroom during summer 2008 to develop a model of MV instruction. Another classroom from the same center with comparable characteristics was included as a control group. Fourteen students, one lead teacher and two teaching assistants in each of these two classrooms participated in our study. We collected teacher interview, observation data as well as assessed changes in children’s knowledge of 89 target words selected. The results show great promise for the MV model. Children were enthusiastic participants and steadily increased their use of targeted MV during these activities over time. Hierarchical set regressions (Kennedy, 2004) of graded item response model estimates (Baker & Kim, 2004) of the 28 students in the experimental and control classes suggests that children in the experimental class made statistically significant (p<.001) gains in MV competence compared to those in the control class. The resulting MV model extends the existing research in these four meaningful ways: (1) we expand word exposure to include multimedia across multiple contexts throughout the day, (2) we include concept mapping activities as a component of direct instruction to support children’s deeper conceptual understanding and lexical organization, (3) we develop a modified word-meaning derivation strategy for use with young children that combines picture cues and story comprehension, (4) we include application opportunities such as buddy reading and story dictation, which help develop expressive MV.

Tue, Jan 31: LitColl
Room(s): 116H
Carlin Borsheim-Black


Tue, Feb 14: LitColl
Room(s): 507
12:30 to 2:00 p.m.

Autumn Dodge

"Reading Self-efficacy and Reading Anxiety: Influence on Reading Comprehension in Elementary Grade Students"

Reading comprehension is a complex and vital skill at which many students are still below basic level. Both theory and research show that both self-efficacy and anxiety are important factors in reading achievement. Social cognitive theory is the primary and most robust theory on the relationship between self-efficacy and anxiety, yet few studies apply social cognitive theory principles to first language reading domains. Thus, important factors and relationships in first language reading comprehension have not been studied. This study examines whether the hypothesized relationship between self-efficacy and anxiety as posited by social cognitive theory holds true in the domain of first language reading comprehension and how these variables interact with first language reading comprehension performance across grade levels. A minimum of 119 students from grades 4 and 5 will be recruited to examine the relationship between the variables of self-efficacy, anxiety, and first language reading comprehension. Multiple linear regression analyses will be used to examine the relationship between these variables.

Tue, Feb 28: LitColl
Room(s): 116H


Tue, Mar 27: LitColl
Room(s): 116H
JLR Publishing Team (MSU and U.Conn)
Agenda: "Publishing in the Journal of Literacy Research (JLR)"

Have you wondered how publishing in refereed journals "works"? Are you interested in learning more about how to publish in the Literacy Research Association's (LRA) flagship journal, the Journal of Literacy Research (JLR)? Is JLR a journal you should be reading and citing in your scholarly work?
If you answered "yes" to any or all of these questions, come to LitCol on March 27 for a session on "Publishing in JLR" presented by the lead editors, area editors, and graduate editorial team. For the past five years, JLR has been housed in the MSU College of Education and is a collaborative effort between MSU and the University of Connecticut. Participants in the publishing process from both institutions will be on hand (in person and via Skype) for an informational presentation and open discussion about such issues as choosing an outlet for your work, the submission process, the Scholar One system of manuscript management, peer review, timelines for response, what the response "means," the post-acceptance process, how a volume is assembled, communicating with the editorial team, and how you can participate as a peer reviewer. Publishing in JLR is a collegial process advancing knowledge in our field and strengthening our profession. In that sense, it is not unlike many of the journals in which you may choose to publish. JLR belongs to you as current and future Literacy scholars--so come and learn more about it.


Tue, Apr 10: LitColl
Room(s): 116H

Tue, Apr 24: LitColl
Room(s): 116H
Carleen Carey

Agenda: "The Case of an After-School Book Club"

A Glimpse at Our Past...

Fall 2010

Tue, Sep 28: LitColl
Room(s): 116H

Agenda: "Standards for Doctoral Students in Language and Literacy Education"

Nell K. Duke, Douglas K. Hartman, and Cheryl L. Rosaen will lead a discussion on what doctoral students specializing in language and literacy education should know and be able to do before leaving their doctoral program. The session will include sharing draft standards for doctoral students in the Graduate Specialization in Language and Literacy Education (for current Specialization requirements, please see: Slides from the session can be found at:
The actual standards are currently under revision based on feedback received at the session.

Tue, Oct 12: LitColl
Room(s): 116H

Agenda: "Critical Roles and Functions of Literacy Organizations: The International Reading Association"

Current IRA President and MSU Distinguished Faculty, Patricia Edwards, will lead a discussion that takes us inside the largest literacy organization in the world, the International Reading Association. This session will provide participants a unique vantage point to understand the multiple roles and functions that a national organization plays, including its role in disseminating and distributing knowledge about literacy to the world, but also its historical, political, and cultural influence as literacy interfaces with many constituencies. The International Reading Association plays a truly stratagenetic role--impacting literacy policy around the world, while also shaping individual professional identities and impacting the way literacy is mediated in classrooms. Join us for this really exciting conversation with the President of IRA!

Tue, Oct 26: LitColl
Room(s): 116H

Agenda: "An Insider View of the Peer-Review Publication Process: The Journal of Literacy Research" (JLR)

Susan Florio-Ruane, Douglas K. Hartman, Douglas K. Kaufman (co-lead editors), and the JLR Team (composed of seven faculty area editors and three graduate student editorial assistants) will take LitCol members on a journey to help us understand how one of the premier literacy journals in the world goes about its decision-making and problem-solving to publish work that is of high quality and high interest to multiple global audiences. As co-lead editors of JLR, our presenters explain how they navigate the complexities, tensions, and responsibilities of disseminating information that has direct and indirect impact on policies, practices, and learning. Do not miss this rare opportunity to learn about what is involved in running one of the most respected journals in the literacy field.

Friday, Oct. 29: LitColl (SPECIAL SESSION)
Room: 133F
Agenda: "ACADEMIC AND PROFESSIONAL PUBLISHING: Past, Present, and Some Speculations"
Speaker: Christopher Jensen, Editor, Guilford Press

Tue, Nov 9: LitColl
Room(s): 116H

Agenda: "Assessing and Defining Teacher Knowledge in the Language Arts"

Samantha Caughlan
Shulman (1987) coined the phrase “pedagogical content knowledge” to refer to that knowledge related to the disciplines that teachers know and make particular use of, knowledge that goes beyond subject matter knowledge to encompass predicting where students are likely to encounter difficulties, making use of representations of conceptual knowledge that students can understand, and a familiarity with a range of methods for enabling students to encounter and appropriate knowledge and skills. Pedagogical content knowledge went on to become a catchphrase that referred rather vaguely to any pedagogical knowledge that could be seen as subject-specific. In recent years, various researchers have picked up Shulman's concept and begun to elaborate upon and refine it: thus we have Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge, and Ball, Thames & Phelps's (2008) elaboration of PCK into specialized knowledge of the subject mainly relevant to teachers, knowledge of students and their thinking, and knowledge of specific methods. However, little of this work relates to literacy or language arts (for exceptions see Phelps's (2009) work on what reading teachers know, Grossman's work over the years on English teaching, and Lee's (2007) work on cultural modeling).
This presentation will use an effort to create a test to measure teachers' pedagogical knowledge in language arts to ground a discussion of teacher knowledge specific to language arts and literacy learning. After considering examples of teaching practice as possible evidence for teacher knowledge, we will consider: what are the tasks of teaching? What knowledge is required to undertake effective teaching in the language arts? We will review draft examples of test items that attempt to get at this knowledge, and discuss the possibilities and limitations of such efforts.

Tue, Nov 23: LitColl
Room(s): 116H

Agenda: "Writing the Dissertation in a New Key: Alternative Formats for Framing One's Work"

Kate Roberts, Assistant Professor at Wayne State University, shares her experience in writing an alternative format dissertation.

Tue, Dec 14: LitColl
Room(s): 116H


Spring 2011

Tue, Jan 11: LitColl
Room(s): 116H

Agenda: "Gaming and Literacy"

Alex Games will explore the intersections of gaming and literacy learning. Join us for an exciting presentation that examines a new literacy and exploring the literacy potentials afforded in gaming environments.

Tue, Jan 25: LitColl
Room(s): 116H

Agenda: "Can a White Girl Know Jesus? Intersections of Race, Religious Faith and a Transformational Teaching Agenda in One African-American Teacher Candidate"

Marjorie Cooper

Tue, Feb 8: LitColl
Room(s): 116H

Agenda: "The Best Advice You Ever Received About Grad School and a Career in Language and Literacy"

Douglas K. Hartman and Nell K. Duke lead a discussion of faculty and graduate students about successfully navigating doctoral study and the professorship.
Presentation Link:
Article Link: Turner, J.D., & Edwards, P.A. (2006). When it's more than you, Jesus, and the pencil: Reflections on an academic writing mentorship. Journal of Adolescent & Adult Literacy, 50(3), 172-178.

Tue, Feb 22: LitColl
Room(s): 116H

Agenda: "Tracking the Development of Dialogic Practices in Pre-Service Teachers"

This study describes the results of a two-year intervention in an English methods course sequence, Video-Based Response and Revision (VBRR), designed to promote planning for and implementation of dialogic instruction, strengthen integration of coursework and field experiences, and provide eyes into more classrooms for teacher candidates. 300 video posts were collected from 82 teacher candidates, along with accompanying documentation (lesson plans, transcripts, contextualizing material and reflections). Documents were coded for variables related to planning, question types, and discourse patterns. We find that TC’s were able to plan for and implement dialogic instruction in a variety of contexts and across grade levels. TCs’ use of dialogic tools (documents and practices intended to scaffold dialogic interaction) was significantly related to high student-student interaction, with runs of student turns associated with the use and combining of these tools.

Samantha Caughlan, Mary Juzwik and Carlin Borsheim

Tue, Mar 22: LitColl
Room(s): 116H

Agenda: "Poetic Voices: Preadolescents, Poets, the Page and and Open Mic"

Poetry is underrepresented in the writing curriculum in U.S. elementary schools, in spite of its potential to develop children’s perceptions, draw their attention to language, and help them make meaning of the world. This presentation draws from a larger participatory ethnography of the discourse of poetry writing in a fourth and a fifth grade U.S. classroom. Drawing on Chapman’s conception of cultivating genre, I and several other visiting poets implemented writing sessions three times per week across one month. Students selected one original poem to perform at a school-based reading, and their performances were videotaped. Afterwards, they were interviewed to explain/describe: 1) why their texts are considered poems, 2) why they revised their poetry, 3) their experience of performing poetry, and 3) why it is individuals may be moved to write poems. Research questions included: 1) Given a genre approach to poetry pedagogy, what do preadolescents’ original poems reveal about their genre knowledge and poetry writing practices? and 2) What does preadolescents’ discourse about their poems and their performances reveal about their genre knowledge and poetry writing practices? Using ethnographic, textual analysis, and interpretive methods, preliminary findings reveal that preadolescents-- through their in- and out-of-school poetry writing--- appropriated and remixed topics and linguistic features from the multiplicity of voices and activities that surrounded them. Preliminary findings suggest that students wanted to control poetry text production, they selected a significant subject, and they often showcased it in a structure that matched the subject aesthetic. Most common features employed were repetition, alliteration, rhyme and metaphor. Some features, such as line break, were seemingly applied arbitrarily. Preadolescents’ reports suggest that their performances brought forth feelings of pride, exhilaration, and a literate identity. They overwhelmingly described poetry as “expressing feelings.” This study adds to the knowledge base of what preadolescents know and can do with poetry and the instructional contexts and social variables that can potentially support children’s knowledge and growth.

Janine Certo

Tue, Apr 12: LitColl
Room(s): 116H

Agenda: “Linguistic Awareness and Language Play in Pre-service Teachers’ Discussions of African American Language”

Patricia Billis

As a response to increasing language diversity in U.S. K-12 schools, linguists and teacher education scholars have called for improving teachers' linguistic awareness so that they can more appropriately respond to the needs of students who speak non-mainstream languages such as African American Language (AAL). Linguists who have studied foreign language learning identify language play as one possible influence in the development of linguistic awareness. This study explores the patterns of talk, identified as language play, among preservice elementary teachers as they learned about African American Language within a university classroom activity. Recordings of small group conversations were analyzed with a three-part coding process using narrative analysis, conversation analysis, and inductive coding. This presentation demonstrates how a focus group's spontaneous play-full interactions as they learn AAL can be identified as instantiations of linguistic awareness. Suggestions for further teacher education research that explores the possibilities of language play to increase prospective teachers' awareness and success in linguistically diverse classrooms are discussed.

End 2010-2011

Fall 2009

September 22

133F Erickson Hall - 11:00am - 12:30pm

Susan Florio-Ruane
Building a Crisis: Language, Educational Reform, and the Defense of a Nation

Prof. Susan Florio-Ruane will discuss her analysis of the rhetoric of educational change across several important eras in 20C US history, with specific attention to (1) the metaphors and other literary devices characteristic of calls for change in curriculum and teaching, and (2) the experience of such calls by practitioners. Her work is derives from a doctoral seminar taught in 2007, a book chapter (in press), and a book in preparation, with doctoral students Carlin Borsheim, Anne Heintz, and Paul Morsink.

Prof. Florio-Ruane's chapter:

November 10

133F Erickson Hall - 11:00am - 12:30pm

Principal Investigators: Dr. Mary Juzwik and Dr. Samantha Caughlan and
Research Assistants: Carlin Borsheim, Anne Heintz, Kelly Merritt, Michael Sherry
How do English Teacher Candidates Develop Dialogic Practices? Studying Video-Based Response and Revision across Time and Space

Click here to download a draft copy of the paper!

November 24

133F Erickson Hall - 11:00am - 12:30pm
Ellen Cushman presentsThe Cherokee Syllabary: A writing system in its own right

Video of Prof. Cushman's presentation

The video is divided into 9 files. Click on the links below to watch each part.
Part 1
Part 4
Part 7
Part 2
Part 5
Part 8
Part 3
Part 6
Part 9

December 8

133F Erickson Hall - 11:00am - 12:30pm

Discourse Analytic Research Approaches: 4 Explorations
Come learn more about discourse analytic approaches to research on language, literacy, and other educational issues. MSU College of Education doctoral students Laura Jiménez, Patti Bills, Annis Brown, and Denice Leach will share in-progress analyses they have been developing in the Discourse Analysis Seminar in Fall 2009, with special focus on interactional and narrative approaches to discourse analysis.
Denice Leach: Children’s Narratives of Historic Sites
Annis Brown: Mind the Gap: African American Parental Narratives and the Achievement Gap
Laura Jiménez, Accidentally Stereotyping: White Readers Reading Multicultural Texts
Patti Bills: Positioning Experience and Identity: Pre-service Teachers in Peer Group Interaction
Professor Mary Juzwik will open the session by giving a brief overview of Discourse Analysis as a research tool.

Click here to see the presentations and the course wiki for Discourse Analysis.

Spring 2010

January 26

133F Erickson Hall - 11:00am - 12:30pm

Prof. Peter Ives
University of Winnipeg

Cosmopolitanism and Global English: Language Politics in Globalisation Debates

You are encouraged to read the full article before attending the presentation. Once you've logged into the library with your MSU net id, you can access the article here. Alternatively, you can search for the article by its doi: doi: 10.1111/j.1467-9248.2009.00781.x

While it is commonly agreed that language standardisation was an integral feature of the historical formation of the modern nation state, current debates on globalisation and its effects on the nation state rarely address language issues in more than a superficial fashion. Yet the quadrupling of the number of English speakers in the last half-century and other changes associated with ‘global English’ would seem to have more substantial political implications. Particularly in the recent wave of discussions of cosmopolitanism, language questions seem to lurk below the surface but are rarely addressed explicitly or comprehensively. Important exceptions to this neglect of current language issues include Daniele Archibugi, who addresses these questions head on, and Nancy Fraser’s most recent attempt to rethink Habermas’ critical theory of the public sphere. This article agrees with both Archibugi and Fraser that language is an important, even central, aspect of political responses to processes of globalisation, specifically cosmopolitanism. However, I argue that Antonio Gramsci’s approach to the politics of language in the early twentieth century highlights the insufficiency of Archibugi’s reliance on the metaphor of Esperanto as well as the intractable nature of Fraser’s critique for any critical theory of global public sphere(s), despite her attempt to advance such a theory. I do this by looking at Gramsci’s critique of Esperanto from 1918 and his later prison writings concerning language politics in Italy. Gramsci, I argue, provides a much more adequate approach to contemporary questions of the politics of language, which includes an understanding of the continued role of the state which is most often obscured both by cosmopolitan perspectives and by much research on global English in fields outside political science.

February 9

507 Erickson Hall - 11:00am - 12:30pm

Sociohistorical Approaches to the Study of Language Education

David Davenport
Kari Richards
Sally Warner
Alan Wu

Please join us at this session of the Language and Literacy Colloquy to hear from four doctoral students in Teacher Education as they present their work. Each paper is based on coursework projects that students began in a doctoral seminar, TE 991 - Sociohistorical Perspectives on Second Language Education in the United States. These works-in-progress are excellent examples of understanding the sociohistorical context of language education in multiple eras and in various international contexts.

February 23

133F Erickson Hall - 11:00am - 12:30pm

Anny Fritzen
Doctoral Student, TE

Behind the Scenes: A Closer Look at Collaboration between ELLs and their Mainstream Peers

English language learners (ELLs) are increasingly becoming part of the tapestry of the “typical” American high school classroom, yet research suggests that even though ELLs and their English-speaking peers spend their days within the walls of the same school, the groups often remain worlds apart. In an effort to better understand student perspectives on these cross-linguistic, cross-cultural interactions, this study investigates how a group of mainstream students collaborated with a group of ELLs to create a digital video. Drawing on a Levinasian framework, this research complicates prevailing notions of perceived similarity and a common cause as factors likely to facilitate meaningful and positive interaction among diverse groups of students. Findings suggest that although perceived similarities and a common cause did indeed serve as a valuable starting place for interaction, these points of “connection” also disrupted responsive interaction and diminished the role and perspectives of the ELLs.

April 13

133F Erickson Hall- 11:00am – 12:30pmDr. Doug Hartman
Preparing a New Generation of Teachers to Develop Literate American Adolescents
American adolescents now read more online than offline. They write more online too. And they are expected to use ever more complex online literacies as they move into the college and career years of life. We are at a “tipping point” moment in the history of literacy. What does this shift from offline to online literacies mean for the development of new and practicing teachers? An innovative approach to preparing secondary teachers and their students for this shift will be presented.

About the Speaker: Doug Hartman is a professor of literacy and technology with appointments in Teacher Education and Educational Psychology. He serves as co-director of the Literacy Achievement Research Center (LARC) and coordinator of the Literacy Studies program. His research interests focus on new literacies, adolescent literacy, and the history of literacy.

April 27

133F Erickson Hall - 11:00am - 12:30pm

Sara Bolt
Assistant Professor, CEPSE

Curriculum-based measurement in reading and writing:
Advantages, limitations, and areas in which more research is needed