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Critical Language Awareness: Consequential Truth(s) in Multilingual Contexts (Table 14)
Fri, April 14, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Fairmont Chicago Millennium Park, Floor: B2 Level, Imperial BallroomSession Type: Roundtable Session
Abstract
This symposium takes up AERA’s conference theme of “Interrogating Consequential Education Research” through critical perspectives, diverse representations, and multiple languages. Analyzing power through language is ever more important in an age of increasing nationalist rhetoric and political uncertainty. Therefore, this session documents the affordances of critical language awareness (CLA) to meet today’s educational challenges. Presentations will augment existing work on CLA by drawing on broad critical and representational approaches, including critical race and LatCrit methodology (Paper 1), funds of knowledge (Paper 2), culturally and linguistically sustaining pedagogies (Paper 3), and investigating translanguaging (Paper 4). These presentations illustrate how educators can empower students for different purposes and in different educational spaces through distinct, yet theoretically synergistic, CLA approaches.
Sub Unit
Chairs
Jessie Hutchison Curtis, Rutgers University
Chris K. Chang-Bacon, University of Virginia
Qianqian Zhang-Wu, Northeastern University
Papers
Testimonios of Black, Indigenous, and People of Color Language Educators: Where Are We in Youth Participatory Action Research? - Shuang Fu, New York University; Ruth Harman, University of Georgia; Yamileth Aubain, University of Georgia
Developing Teacher Critical Language Awareness Through Narrative (Funds of) Knowledging - Meredith McConnochie, University of Saint Joseph; Eileen Mercedes González, University of Saint Joseph
Monolingual Momentum in a Multilingual Context: The Limits of Language Awareness in a Hybrid Science Learning Environment - Chris K. Chang-Bacon, University of Virginia; Alexis Rutt, University of Mary Washington
Critical Language Awareness in Translanguaging: Exploration in a Teacher Education Course - Qianqian Zhang-Wu, Northeastern University; Zhongfeng Tian, Rutgers University - Newark