Engaged Language Policy and Planning/ Engaging Education

1. Engaged Language Policy and Planning/Engaging Education Kathryn A. DavisUniversity of Hawai`i at Manoa

2. Framing the Dialogue: Towards Collaborative Minority Education Planning

3. Ideologies of Profit and Marginalization English Only/Standardization/Neoliberalism • Production and sale of standardized materials with mandated assessment instruments • Hall (1996) notes that standardized curriculum and assessment reveal an “aggressive resistance to difference (and) an assault, direct and indirect, on multiculturalism” (p. 468). • Just two years after standardization the Harvard Civil Rights reported nation-wide student outcome data indicating a “national crisis” in graduation rates of linguistic, ethnic, and racial minority students. Project (Orfield, Losen, Wald, & Swanson, 2004)

4. Ideologies of Promise • We have the responsibility to help young people achieve full citizenship in a global society through making strategic inquiries and gaining strategic knowledge in areas such as educational disparities, labor market shifts, migration paths, and legislative equity (Appadurai, 2006). • A student-oriented emancipatory discourse approach places youth at the forefront of critical analyses of power relations endemic to media and academic texts while recognizing that they will be unable to enter the mainstream of society without learning to express themselves in Standard English (Delpit, 2006; Morrell & Duncan-Andrade, 2006). • Central to understanding the constant negotiation of positioning as youth researchers encounter available discursive practices is the notion of agency (Collins & Blot 2003; Davies 1990; Ropers-Huilman 1998; Weedon, 2001).

5. Meaningful Education • Assessment should scaffold and promote meaningful learning rather than punish students, teachers and schools with meaningless tests • How and what students learn, along with the ways these are assessed, are linked to fulfilling students’ life goals.

6. Towards Minority Education Planning • What counts as language, what counts as knowledge and whose knowledge and language counts? (Dell Hymes, 1974) • One in five school age children in the U.S. speak languages other than English. 25% of these children are considered English language learners since they speak English less than well.

7. Common Core Standards • Common Core is the result of failed policies and a direct response to the poor performance of U.S. students on the Program for International Student Assessment (PISA). • Common Core suggests the need for a solid knowledge base, ideological analyses, and collaborative planning and implementation.

8. Multilingualism and Common Core Standards • The standards cross language arts, science, math, and social studies disciplines and include expectations for: • research and evidence based, • aligned with college and work expectations and rigorous, • internationally benchmarkedand promote inquiry and project based approaches.

9. Multilingualism and Common Core Standards • Student inquiry can be defined as both a philosophy and an approach to the organization of classroom learning as investigation-based. Students become researchers, writers, and activists rather than passive recipients of a textbook’s content. Students take ownership of their learning; they discover that school can be a place that nurtures curiosity, inspires important questions, and produces real joy from learning (Dana et al., 2011, p. 90). • Project Based involves communities of learners, where students are work­ing together to solve problems, collaborate, and engage in authentic learning tasks.

10. Hawai`i Based Models Studies of Heritage and Academic Language • English-based courses: • student-as-ethnographer, • composition as social process, and • critical language awareness to promote language and literacy development.   • Student directed research projects and video production • Professional 15 page APA academic research reports

11. Resources • A co-authored published book chapter and a documentary film detail the theories, practices, and outcomes of this project. You can find these and descriptions of other 6-12 grade projects on my website http://www.kathrynadavis.com/ • You can also access this website from my UH faculty profile at http://www.hawaii.edu/sls • The Academic English section of the documentary http://www.youtube.com/watch?feature=player_embedded&v=6QFAiuF-Dfo

12. Assessment • Enrollment in the SHALL program grew from 30 students in the first year to 234 students by the third year of the project. • 38 percent of program participants received “honors” for their academic work as compared to 11 percent of the general student population. • Compared to the national public school average of high school graduation of just over 50 percent for marginalized student populations (Green, 2002), nearly 90 percent of our student participants not only graduated from high school, but went onto community colleges or universities. • Teachers at Farrington High School and principals at other schools asked to visit our classes and meet with us about the SHALL curricula.

13. Multilingual, Cross-Cultural, and Academic English (MCAD): Focus on Elementary/Middle School • Like SHALL, MCAD focused on inquiry and project based learning that utilized and built on students’ language abilities. • Translanguaging—the flow among languages used in negotiating meaning, including identity and intent. • The Gingerbread Boy and The Musubi Man. Ian and “The Transforming Adobo Boy ”

14. What’s Next? Collaboration/Agency/Equity • A participatory approach works toward placing local actors at the center of planning and policy making while striving to awaken a sense of injustice among those with material and cultural power. • Education and community activists are called upon to create the spaces needed for “varied forms of expertise (to) sit in conversation, producing a social analysis much more dense and splintering than any singular perspective could birth” (Fine, 2006 : 95).

15. The Charlie Sato Initiative: 20 Years Later • Hawai’i Council on Language Planning and Policy • Dialogue towards collaborative action

16. HAWAI'I COUNCIL ON LANGUAGE PLANNING AND POLICY The Hawai'i Council on Language Planning and Policy ("Language Council") is brought together by our commitment to development of a language plan and policy and is composed of: • language rights advocates • representatives of the state and county agencies • teachers and experts in applied linguistics, English as a Second Language, and bilingual/multilingual education • Hawaiian language immersion advocates • interpreters, translators, and immigrants and refugee service providers • community organization • youth and parents/families

17. The Council planning and policy development of language is premised on recognition of language rights and development of language resources; seeks to promote inclusiveness, diversity, multiculturalism, and multilingualism. As such, and based on the identification of State language needs and goals, any language plan and policy developed by the Council will provide for: • Recognition and promotion of Hawaiian as the official language with equal dignity to English • Support for Hawaiians in their efforts to revitalize their language and culture • Maintenance and development of the local language, Hawaii Creole English (Pidgin) and all other community languages (e.g., Japanese, Chinese, Ilokano, Tagalog, Spanish, Korean, Samoan and all Pacific Island languages). • Access to services for limited and non-English speakers, through the institution of comprehensive language services programs, including translation, interpretation, and multilingual print and media. • Development of certification and training for interpreters and translators • English as a Second Language (ESL) education, bilingual/multilingual education, and development of academic English/other languages for all. • Literacy for children and adults • Non-discrimination in education, employment, and services

18. Dialogue