{"id":47332,"date":"2020-01-06T10:47:08","date_gmt":"2020-01-06T15:47:08","guid":{"rendered":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/?page_id=47332"},"modified":"2023-05-05T13:34:28","modified_gmt":"2023-05-05T17:34:28","slug":"language-education-speaker-series","status":"publish","type":"page","link":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/news\/language-education-speaker-series\/","title":{"rendered":"Language Education Speaker Series"},"content":{"rendered":"

The Language Education Speaker Series at BU Wheelock College of Education & Human Development brings well-known scholars in the field of applied linguistics to campus to discuss their work. These talks are open to all members of the BU community, as well as scholars and students of applied linguistics throughout the Greater Boston area.<\/p>\n

Upcoming Events<\/h3>\n

Navigating language learning as a non-binary student: Insights into diverse experiences from participatory research with non-binary youth<\/strong><\/span><\/h5>\n
Julia Donnelly Spiegelman, Ph.D. Candidate in Applied Linguistics at University of Massachusetts Boston<\/span><\/em><\/h5>\n

Monday, April 3rd
\n5-6:30 pm (ET)
\n<\/strong>
\n595 Commonwealth Ave
\n<\/span>Room 406
\nBoston, MA 02215<\/span><\/p>\nRegister here<\/a>\n

<\/span>Gender identities beyond the biologically assigned categories of \u201cmale\u201d and \u201cfemale\u201d have been documented across time, space, and culture, yet these identities are relegated to the margins by dominant paradigms spread through colonization (Keenan, 2022). Due to transphobia and gender binarism, non-binary individuals are subject to frequent miscategorization and misgendering, language-based forms of identity invalidation that cause psychological and emotional harm (Johnson et al., 2020). Given the stakes of language in the affirmation of trans* identities (Zimman, 2019), language teachers must take deliberate action to avoid inflicting harm in their classrooms.<\/span><\/p>\n

This talk draws from a participatory action research project with 10 non-binary students in U.S. high schools in which students engaged in surveys, interviews, focus groups, journaling, and group activities in an online community related to learning French and Spanish at school. By exploring the participants\u2019 situated experiences, this study investigates the affordances and constraints in each student\u2019s language classroom, how the student was able to exercise agency, and the factors impacting their investment in language learning. Cross-case analysis points to the central power of the teacher, the personally-felt impact of language ideologies, and the attritional effects of student labor. I will conclude by offering recommendations for teachers on building language classrooms where all can learn and thrive.<\/span><\/p>\n

About Julia Donnelly Spiegelman<\/strong><\/span><\/p>\n

\"\"Julia Donnelly Spiegelman is a critical applied linguist, French teacher, and anti-bias teacher educator. Her research and activism focus on the intersection of power, identity, and ideology in K-16 world language classrooms, seeking to document, understand, and oppose the workings of racism and transphobia within these contexts. Julia is a Ph.D. Candidate in Applied Linguistics at University of Massachusetts Boston, with an M.A. in French from Middlebury College, where she was awarded the Kathryn Davis Fellowship for Peace. Julia\u2019s work has been published in Applied Linguistics<\/em>, The French Review<\/em>, and L2 Journal<\/em>. She is a faculty member at the Multicultural Teaching Institute, where she works with K-12 teachers to develop awareness of their own identities and engage anti-racist pedagogies in their classrooms.<\/span><\/p>\n

\n
Researching Language Learning and Multilingualism: From Social Justice to a Decolonial Lens?<\/strong><\/h5>\n
Lourdes Ortega, Georgetown University<\/em><\/h5>\n

Tuesday, April 11<\/strong>
\n5\u20136:30 pm (ET)<\/strong><\/p>\n

Photonics Center
\n8 St Mary’s St
\nRoom 210
\nBoston, MA 02215<\/span><\/p>\nRegister here<\/a>\n

Many multilinguals engage in language learning by force and circumstance, rather than choice, and in contexts that are greatly complicated by deterioration of solidarity for human diversity, widening economic inequalities, and intensified racial and religious conflict. Yet, disaffection for ethics, power, and ideologies has traditionally predominated the field of second language acquisition (SLA), which focuses on language learning by adults\u2014people who learn a new language (formally or informally) during young, middle, or older adulthood, and therefore well outside primary socialization in the family. For quite a while now, I have argued for a social justice lens in SLA as a response to multilinguals\u2019 urgent needs. But is this sufficient? Particularly since the global pandemic crisis, decolonial theories and Southern epistemologies have garnered high visibility in the wider field of applied linguistics. In this talk, I will examine the potential of a decolonial lens to further sharpen social justice orientations towards the study of language learning. I will also reflect on the barriers and possibilities that await SLA scholars who wish to consider social justice and decoloniality as tools to increase the relevance of their research for both elite and marginalized multilinguals.<\/p>\n

About Dr. Lourdes Ortega<\/strong><\/p>\n

\"\"<\/p>\n

Lourdes Ortega<\/strong> (she\/ella) is a Professor in the Department of Linguistics at Georgetown University. Her main area of research is in second language acquisition. She is best known for her award-winning meta-analysis of second-language instruction in 2000, her best-seller textbook Understanding Second Language Acquisition<\/em> (2009, translated into Mandarin in 2016), and for championing a bilingual turn in SLA. She co-edited, with Annick De Houwer, The Cambridge Handbook of Bilingualism<\/em> (Cambridge University Press, 2019). Lourdes is the General Editor of Language Learning<\/em>, and President Elect of the American Association for Applied Linguistics.<\/p>\n

Previous Events in the Series<\/h4>\n

November 2, 2022
\n<\/strong>What Effect Do Heritage Languages Have on Majority English <\/strong>in Adolescent and Adult Heritage Speaker Bilinguals?
\n<\/strong>Shanley Allen,\u00a0University of Kaiserslautern<\/p>\n

September 26, 2022
\n<\/strong>Biliteracy as Property: The Promise and Perils of Seal of Biliteracy and Dual Language Programming through an Equity Lens
\n<\/strong>Chris Chang-Bacon, University of Virginia<\/p>\n

March 28, 2022
\nLanguage Learning Apps: Do They Really Work?
\n<\/strong>Shawn Loewen, Michigan State University<\/p>\n

February 22, 2022
\nEnacting a Critical Translingual Approach in Teacher Development
\n<\/strong>Kate Seltzer, Rowan University<\/p>\n

November 16, 2021
\nMeasuring L2 Grit Not Once, But Twice, and Exploring How Much Learners Need it to Succeed
\n<\/strong>Paula Winke, Michigan State University<\/p>\n

October 26, 2021
\nComplex Dynamic Systems Theory\u2014Learning-Centered Teaching
\n<\/strong>Diane Larsen-Freeman, University of Michigan<\/p>\n

February 8, 2021
\n<\/strong>Shifting the Discourse from Deficit to Difference: Understanding the Cognitive Neuroscience of Learning in Bilingual Learners
\n<\/strong>Gigi Luk, McGill University<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

The Language Education Speaker Series at BU Wheelock College of Education & Human Development brings well-known scholars in the field of applied linguistics to campus to discuss their work. These talks are open to all members of the BU community, as well as scholars and students of applied linguistics throughout the Greater Boston area. Upcoming […]<\/p>\n","protected":false},"author":4902,"featured_media":0,"parent":65559,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"page-templates\/no-sidebars.php","meta":[],"bu-publication":[],"_links":{"self":[{"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/pages\/47332"}],"collection":[{"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/users\/4902"}],"replies":[{"embeddable":true,"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/comments?post=47332"}],"version-history":[{"count":52,"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/pages\/47332\/revisions"}],"predecessor-version":[{"id":65535,"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/pages\/47332\/revisions\/65535"}],"up":[{"embeddable":true,"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/pages\/65559"}],"wp:attachment":[{"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/media?parent=47332"}],"wp:term":[{"taxonomy":"bu-publication","embeddable":true,"href":"https:\/\/id-kayla.cms-devl.bu.edu\/wheelock\/wp-json\/wp\/v2\/bu-publication?post=47332"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}