In a previous post, we clarified the terminology of superdiversity and its effect on the relationship between students and educators; that is, a superdiverse student is one who comes from a more nuanced, more intricate cultural and linguistic background than a simply bilingual/bicultural or monolingual/monocultural setting. In short, our classrooms are becoming increasingly more distinct with respect to countries of origin, languages spoken, cultural backgrounds, and cultural histories without much change in how we, as educators, approach these changes.
As many of us in TWIN-CS already know, our students are so much more than our interpretations of language and culture, and our educational practices should adapt to work more effectively in multilingual and multicultural classrooms.
This webinar will reflect on two recent research reports which detail the challenges of teaching students in superdiverse settings, and will discuss various program types to improve classroom experiences for superdiverse DLLs.
Speakers: Megina Baker, Researcher, Pedagogy of Play, Project Zero
Laurie Olsen, SEAL (Sobrato Early Academic Language Model) Strategic Advisor, the Sobrato Organization
Mariela Páez, Associate Professor, Lynch School of Education, Boston College
Maki Park, Senior Policy Analyst, MPI
Moderator: Margie McHugh, Director, National Center on Immigrant Integration Policy, MPI
This webinar will take place on March 21, 2018 at 2pm ET, 1pm CT, 12pm MT, and 11am PT. Please register here in order to attend.
Being part of a network which continuously strives to support DLLs, we hope to see many faces from
TWIN-CS! Please let us know if you have any troubles registering!
-Melissa Hoppie, Graduate Assistant Researcher
(image courtesy of Worldartsme.com)