ABSTRACT

Our article presents the development, conceptual toolkit, and preliminary observations of an interdisciplinary Language Across the Curriculum (LAC) professional development seminar at our urban community college in Queens, New York. Although innovative in promoting inclusion and diversity, the college reflects a common monolingual ‘Standard American English-only’ ideology in U.S. higher education. Linguistic difference is celebrated yet often viewed as an instructional and professional obstacle. LAC argues that such an approach compromises our institutional commitment to diversity and fails to use these cultural and epistemological assets as resources in learning. In contrast, LAC puts languages at the centre of a multidisciplinary inquiry and outlines a paradigm shift from a ‘language-blind,’ deficit model to a ‘language-aware,’ asset-based, translanguaging pedagogy. Targeting both classroom and college-wide change, the seminar guides participants in reflective and critical discussion of language ideologies and theories of acquisition before developing and applying new teaching strategies. We connect evidence-based translanguaging approaches with critical insights from anti-racist pedagogy, encouraging faculty and students to develop a nuanced appreciation of linguistic identities and to use and build on their full linguistic repertoires. The article provides an overview of the seminar’s interdisciplinary framework, conceptual foundation, and preliminary impacts on faculty, students and campus culture.

摘要

我们的文章介绍了在我们位于纽约皇后区的城市社区学院举办的跨学科跨学科语言 (LAC) 专业发展研讨会的开发、概念工具包和初步观察。尽管在促进包容性和多样性方面具有创新性，但该学院反映了美国高等教育中常见的单语“标准美式英语”意识形态。语言差异受到庆祝，但通常被视为教学和专业障碍。LAC 认为，这种方法损害了我们对多样性的机构承诺，并且未能将这些文化和认识论资产用作学习资源。相比之下，LAC 将语言置于多学科调查的中心，并概述了从“语言盲”、赤字模型到“语言感知”、基于资产的范式转变，跨语言教学法。该研讨会针对课堂和大学范围内的变化，指导参与者在制定和应用新的教学策略之前对语言意识形态和习得理论进行反思和批判性讨论。我们将基于证据的跨语言方法与反种族主义教学法的批判性见解联系起来，鼓励教师和学生对语言身份进行细致入微的欣赏，并使用和建立他们完整的语言库。本文概述了研讨会的跨学科框架、概念基础以及对教师、学生和校园文化的初步影响。该研讨会指导参与者在制定和应用新的教学策略之前对语言意识形态和习得理论进行反思和批判性讨论。我们将基于证据的跨语言方法与反种族主义教学法的批判性见解联系起来，鼓励教师和学生对语言身份进行细致入微的欣赏，并使用和建立他们完整的语言库。本文概述了研讨会的跨学科框架、概念基础以及对教师、学生和校园文化的初步影响。该研讨会指导参与者在制定和应用新的教学策略之前对语言意识形态和习得理论进行反思和批判性讨论。我们将基于证据的跨语言方法与反种族主义教学法的批判性见解联系起来，鼓励教师和学生对语言身份进行细致入微的欣赏，并使用和建立他们完整的语言库。本文概述了研讨会的跨学科框架、概念基础以及对教师、学生和校园文化的初步影响。鼓励教师和学生发展对语言特性的细致入微的欣赏，并使用和建立他们完整的语言库。本文概述了研讨会的跨学科框架、概念基础以及对教师、学生和校园文化的初步影响。鼓励教师和学生发展对语言特性的细致入微的欣赏，并使用和建立他们完整的语言库。本文概述了研讨会的跨学科框架、概念基础以及对教师、学生和校园文化的初步影响。