ABSTRACT
This chapter introduces a citizenship instruction program offered by the Teaching English to Speakers of Other Languages (TESOL) program at Oklahoma City University (OCU) in collaboration with two local libraries in the Oklahoma City metro area with a grant funded by the Institute of Museum and Library Services and the Oklahoma Department of Libraries. It specifically discusses the challenges that teachers and learners have encountered during the COVID-19 pandemic and the approaches utilized to address these challenges. Implications of this experience for instruction of civics/history and civics-based English, as well as the professionalization of ESL teachers, post-COVID-19 are discussed. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
American politics today is the culmination of historical, political, social, geographic, and economic events that have significantly impacted this country. Over the last year, America and the world have been tested to political, social, and economic extremes not seen in over a century because of the Coronavirus (COVID-19) pandemic. Both the 2020 Presidential election and the storming of the Capitol on January 6th, 2021 are just two of the events that challenged teachers and educators across all levels of schooling to change and adapt teaching practices. It has forced citizens to have difficult conversations about democracy, equality, health, and safety. Educators tasked with teaching government and civics are required to teach political parties and the functions of government. However, in this current socially distant and polarized political climate, doing so was tremendously difficult. For some high school students and teachers, teaching secondary government is only a nine-week crash course into the functions of the government and rights outlined to students. Nine weeks to teach the functions of government, Constitution, rights of citizens, powers of the president, courts, and how federalism and states interact. Furthermore, only a small minority of students who take government courses do so during a presidential election cycle. This reality underscores the importance of understanding how teachers help students navigate such an important function of government. In this polarized political climate post-2016, it is of interest to study how teachers have prepared to teach the election and document their experience navigating campaign issues. This study hopes to shed light on the educational strategies and expectations of secondary government and civics teachers teaching controversial political topics surrounding the 2020 election. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media;few prior studies take advantage of social media's affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media;few prior studies take advantage of social media's affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
As the world continues to experience the recent wave of racial reckoning and its associated backlash, the field of applied linguistics has been called upon to renew efforts through which language functions as an avenue for redemption and restoration of humanity and of the world. Acknowledging the role of racialization in the language-related challenges faced nationally and globally has spurred on a wave of examinations that extend beyond a focus on the intellect and that increasingly allow for a simultaneous grappling with what it means to advance language solutions that equally center human sensitivity and the body. Among such acknowledgments have been the effects of racism on language use by immigrants, including immigrants of color, many of whom are often introduced into the U.S. as “languageless.” We operate now on the verge of an imminent global metaverse within which the world will soon largely exist, provoking questions about the degree to which language, and racialized language, will continue to function as the primary mechanism for operating in a future world order. Given this impetus, I draw from the Black immigrant experience in the United States in this brief essay to demonstrate why the future of applied linguistics in a global metaverse must be concerned with “transraciolinguistic justice” that: (1) creates opportunities beyond racialized [language] as a function of the imminent global metaverse;(2) disrupts the racialization of [language] for relegating citizenship based on national norms as a function of civic engagement;and (3) dismantles racialized [language] and borders that hold up the exclusion of “foreignness” to transform the relational experience. The impending reality of a global metaverse that lays flat distinctions among migrants while also introducing a plethora of spaces where racialized language further functions as subtext in a nonmaterial world calls for a (re)thinking of what it will mean to instruct, assess, plan for, and preserve [languages] in a soon to be, predominantly, virtual global existence. Civic and legal engagement in a global metaverse that can potentially transcend racialized language allows for the disruption of perceptions that advocate a lack of connectivity of diverse human publics across national and global borders. Relational healing through a focus on transraciolinguistic justice in a global metaverse represents an opportunity to restore the brokenness of the oppressed and cultivate opportunities for building bridges across diverse realities, critical to the abandonment of centuries of, and the introduction of, an era of peace. To the degree that the field of applied linguistics is prepared to engage transraciolinguistic justice, will determine, in large part, the extent to which it adjusts to a largely virtual world.