III International Colloquium Proceedings

Proceedings of the International Colloquium on Languages, Cultures, Identity in School and School of Education Society October 2017 III International Colloquium Proceedings International Colloquium [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/internationalcolloquium Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Higher Education Commons, International and Comparative Education Commons, Language and Literacy Education Commons, Liberal Studies Commons, and the Teacher Education and Professional Development Commons Recommended Citation Author’s last name, Author’s initial. (Year of publication). Title of chapter. In F. Ramos (Ed.), Proceedings of the (number of edition) International Colloquium on Languages, Cultures, Identity, in School and Society. Retrieved from (website address). This Conference Proceeding is brought to you for free and open access by the School of Education at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Proceedings of the International Colloquium on Languages, Cultures, Identity in School and Society by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. Introduction Eighteen articles are included in these Proceedings of the III edition of the International Colloquium on Languages, Cultures, Identity, in Schools and Society, held in Soria, Spain, July 5-7, 2017. They cover a variety of issues related to the three main topics of the event. Leonor Martínez Serrano describes various European Union’s linguistic and cultural policies, aimed at raising citizens’ sensitivity to linguistic and cultural diversity. The latter are thought to be two of the mains assets of human communities in the 21st century. Also in the realm of linguistic policies, Fajer Bin Rashid discusses the term “Englishes”, and explains how English is taught in a periphery-English country such as Kuwait. The topic of interculturality in teacher training courses is present in five articles. The first two revolve around students’ responses to their real-life scenarios, the following two do so around teacher preparation at the program level, and the final one presents information on how Hispanics are portrayed on TV and films. In the first article, Veronique Lemoine-Bresson, Stephanie Lerat, and Marie-José Gremmo investigate graduate students’ perceptions on the concept of diversity of languages, and how their views on the topic may be altered upon enrolling in an intercultural course in France. Bianca Vitalaru and Iulia Vescan examine the challenges of American students enrolled in a graduate program of study in Madrid, in an effort to understand, and help them with, their academic writing needs. Nancy Rosario- Rodríguez and Anita Vázquez Batisti, for their part, present the foundations of the Multicultural Education Teacher Leadership Academy Model, an initiative aimed at preparing teachers to become future school administrators in multicultural schools in NY. Sheryl Santos-Hatchett and Mara Queiroz Vaughn describe their efforts to infuse Spanish into their university’s curriculum, given the large number of heritage Spanish-speakers enrolled at their institution. Last, but not least, Estela Calero presents an interesting study on how Hispanics are featured in U.S. TV and films, as well as the changes being introduced by some programs to diminish stereotypes. Two articles focus on the educational needs of immigrant students in schools. In the first one, Kristen McInerney investigates public opinion on newcomers’ and immigrants’ educational needs through her analysis of posts on a New York Times blog on immigration and education. Luisa María González and Tamara Robledo describe different activities carried out in a secondary school to promote a more culturally inclusive community. In an additional article, Mark Landry and Lenka Landryova provide practical examples of how gaming can contribute to increasing the English proficiency levels of students enrolled in an Air Transport course at a university in the Czech Republic. Joaquín Sueiro reflects on the meaning of language, culture, and identity, and how these concepts are treated in Spanish language manuals in Galicia, Spain, and Puebla, Mexico. Along these lines, Beatriz Suárez and María Rosa Pérez examine how three Spanish as Foreign Language manuals, addressed to different types or readers and classroom settings, modify their visual content and language to tentatively adapt to the different environments in which they are used. Mother tongue instruction and language use is the subject in three articles related to three different realities, Kenya, Vietnam, and Kazakhstan. In the first one, Hellen Inyega highlights the importance of using students’ mother tongues to make instruction more comprehensible, using examples from East Africa to illustrate her contentions. Cao Thi ̣ Quynh Loan and Richard Gregory Bradley explain their family’s translanguaging practices to promote effective communication. Taryn U’Halie, for her part, explains how the use of dogs as reading partners in Kazakhstan is contributing to the development of literacy in individuals’ native, and other, languages. Adrián Neubauer, Helaine Marshall with Nan Frydland, and Theresa Bodon explore the plights of refugees from different angles. Neubauer describes the location and characteristics of refugees’ camps worldwide, summarizes the Universal Declaration of Human Rights’ and the Convention on the Rights of the Child’s articles alluding to the education of children, and explains the impact of these documents on Spanish educational policies. Marshall and Frydland, for their part, elaborate on the rationale and components of the Mutually Adaptive Learning Paradigm, a paradigm that uses scroll-based teaching and theme booklets to familiarize refugees with the intricacies of their respective host countries. Finally, Bodon explores the plights of refugees in the “Calais Jungle” through the poems and narratives of two Iranian refugees living in the camp. I would like to acknowledge the dedication, interest, and passion for their respective subjects of all the authors and participants in the Colloquium. Having been able to meet, and learn from, so many colleagues from so many different countries, and admire their commitment to the profession is very reassuring, especially when given the difficult times many of us are currently experiencing in our daily practices. Francisco Ramos, Editor and Colloquium Director Table of Contents Landscapes of the Mind: Plurilingualism, Cultural Identity, and Global Citizenship in 21st-Century Europe Leonor María Martínez Serrano…………………………………………………………………………………...... 1 The Structure and Tenets of English Language Pedagogy in Kuwait Fajer M. Bin Rashed………………………………………………………………………………………………..... 9 Preservice Teacher Training for Diversity: A Research Project Based on an Intercultural Course Veronique Lemoine-Bresson, Stephanie Lerat & Maria-José Gremmo…..……...…………………………..….. 17 Perspectives and Culture in Master’s Theses: Analysis of Challenges in Academic Writing in Postgraduate Programs for American Language Assistants in Madrid Bianca Vitalaru & Iulia Vescan ..............................................................................................................................………….. 25 Developing Leadership for the Changing Demographics: The Multicultural Education Teacher Leadership Academy Model (METLA) Nancy Rosario-Rodriguez & Anita Vazquez Batisti..………………………………………………………...…... 37 Integrating Spanish into the University Curriculum: A Case Study Sheryl L. Santos-Hatchett & Mara Queiroz Vaughn..………………………………………………………..…... 47 La Imagen de los Hispanos en la Industria Televisiva y Cineasta de los Estados Unidos Estela Calero Hernández……………………………………………………...……………………………...…….. 57 Serving Newcomer ELs in High School: Revealing Themes in Posted Online Public Blog Comments Kristen McInerney………………………………………………………………………………..…………...……. 65 Promoting Intercultural Competence through Cross-Cultural Projects and Literature Luisa María González Rodríguez & Tamara Robledo Carranza……………………………………...................... 75 Gaming, Second Language Acquisition, and Student-Centered Learning Mark Landry & Lenka Landryova ……………………………………………………...…………………...…….. 86 Lengua, Cultura, e Identidad en la Disciplina de Lengua Materna en Galicia Joaquín Sueiro Justel…………………………………………………………………………………………...…... 95 La Etnicidad en los Manuales de ELE: Tres Casos Concretos Beatriz P. Suárez Rodríguez & María Rosa Pérez…….……………………………………………………..….. 103 What’s in a Tongue for Early Grade Literacy Instruction? Hellen N. Inyega……………………………………………………………………………………………...….... 112 Translanguaging in Triadic Communicative Practice in Child Second Language Acquisition Cao Thi ̣ Quynh̀ Loan & Richard Gregory Bradley…………………………………………………………….... 122 Using Animal Assisted Activities to Promote Trilingual Reading in Kazakhstan Taryn Ann U’Halie………………………………………………………………………………………………... 131 Una Educación por y para los Derechos Humanos para Combatir los Campos de Refugiados Adrián Neubauer Esteban………………………………………………………………………………................

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