Re-Envisioning School Literacy Practices That Engage Culturally and Linguistically Diverse Families

Dian Mawene (mawene @ wisc.edu) and Halil Cakir (cakir @ wisc.edu) are doctoral students in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin at Madison.

Abstract. Mawene and Cakir re-envision school literacy programs that draw on non-dominant literacy practices of culturally and linguistically diverse (CLD) families as strengths, in particular oral-based literacy.

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Literacy, Culture & Language: A Vision for Cultural Literacy Practices Through Black American Sign Language

Mary L. Johnson, graduate student in Educational Policy Studies and program coordinator UW-Madison’s College Access Program, mjohnson49 @ wisc.edu

Larry Love, doctoral student in the Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, llove @ wisc.edu

Abstract. By using Black American Sign Language (ASL) as a vessel, Johnson and Love seek to reimagine inclusive literacy practices that recognize multiple literacies and dismantle power relations by asking whose cultural literacies have been deemed more and less valuable through literacy practices.

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“Bitch, Don’t Kill My Vibe!”: Navigating the Tension between Empowering Youth through Hip-Hop Literacies and Existing School Behavioral Norms

A.J. Dahl, cross-categorical special education teacher currently residing in Madison, received his general masters in special education from the University of Wisconsin-Madison and eagerly returned to the field to teach where he is striving to make a difference on the daily.

Abstract. Dahl argues that instructors can authentically immerse themselves in hip-hop pedagogies and improve the educational outcomes for students who have been previously marginalized.

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“Those Kids Down the Hall” Are Now in My Elementary Classroom: Now What?

Jessica McQueston, doctoral student in Special Education, University of Wisconsin-Madison, mcqueston @ wisc.edu

Abstract. McQueston illustrates how peer-mediated strategies were used with the Special Olympics “Young Athletes” program. These modifications allowed teachers to implement this program more readily, thereby promoting the inclusion of students with disabilities. Using pillars of collaborative strategic reading, all group members can contribute to the success of the group, thus disrupting the idea that students with disabilities can receive only help.

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Guest Editor’s Introduction: Inclusive Education as Literacy Pedagogy for Historically Marginalized Learners

Taucia Gonzalez, Assistant Professor, School of Education, Rehabilitation Psychology & Special Education, Taucia.Gonzalez @ wisc.edu

Abstract. This work is the result of a group of University of Wisconsin-Madison graduate students fiercely committed to creating more inclusive schools for historically marginalized youth by advancing understandings of the intersection of ability and cultural differences through the Wisconsin Idea.

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Creating Positive Relationships in the Classroom, Even When It Seems Impossible

Dolores Greenawalt, Bryant & Stratton College, dogreenie @ hotmail.com

Abstract. For instructors who work with minority students, it can be difficult to find a connection if they have had little to no experience working with these populations. By changing pedagogy styles and encouraging active learning (discussions, pair-share thinking, debates, etc.), teachers can begin to solidify the positive relationships they will have with the student, relationships fundamental to student support systems.

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A Celebration of Language: What It Means for ELLs to Have a Bilingual Identity and How Teachers Can Celebrate Their Bilingualism in the Classroom

Holly Fait, Silverbrook Intermediate School, West Bend, hfait @ wbsd-schools.org

Abstract. Fait reviews research on what it means to have a bilingual identity and how factors such as family, the community, and individual motivation shape how students come to value their bilingualism. She also includes several practical ways to build a positive attitude toward bilingualism into classroom instruction by addressing individual motivation, family, and community values. By involving students, families, and members of the school community, the bilingual students have become excited to share their talents as bilingual learners.

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