Pre Conference Event
CAL Pre-GURT 2020 Special Event – Panel Discussion and Roundtable Lunch
This pre-conference event is organized by the Center for Applied Linguistics (CAL) and will be held at its offices in Washington, DC. The event is a special collaboration with the Initiative for Multilingual Studies and organizers of the 2020 Georgetown University Round Table of Languages and Linguistics (GURT)
Date: March 12, 2020
11 am – 12:15 pm – panel discussion
12:30 – 1:30 pm – roundtable lunch
CAL offices, Dora Johnson Conference Room – 3rd floor
4646 40th St NW #200, Washington, DC 20016, USA
Title: Hegemony of Monoglossic Ideologies in U.S. Education: In Search for Critical Responses
CAL is bringing together key thought leaders to discuss the predominant attitude in many US educational settings of English as the dominant language and the impact of that mindset on multilingual learners.
Recognizing that the United States is a highly multilingual country in which language diversity is perceived by many as a threat, there is near-universal agreement among language experts about the legitimacy of minoritized linguistic practices. The panelists will discuss how approaching bilingualism from a subtractive mindset hinders academic growth. They will then problematize whether additive approaches that promote the development of standardized language skills while encouraging maintenance of the minoritized linguistic practices that support academic growth are enough to foster equitable education of multilingual learners from minoritized backgrounds in U.S. schools.
RSVP: Registration is free and includes lunch, but space is limited. Please confirm your attendance by February
10, 2020 by sending an email to email@example.com.
Roberta Miceli, M.A.
Senior Director of Language and Education, Center for Applied Linguistics
Nelson Flores, Ph.D.
Nelson Flores is Associate Tenured Professor in the Educational Linguistics Division of the Graduate School of Education at the University of Pennsylvania. He began his career as an ESL teacher in Philadelphia and New York City public schools. Many of his students were categorized as “Long Term English Learners” who had been officially designated as English learners for seven or more years. The disconnect between the deficit perspectives typically used to describe these students and the fluid bilingualism he observed them engaged in on a daily basis led him to pursue a Ph.D. in Urban Education at the City University of New York. Dr. Flores examines the intersection of language, race and the political economy in shaping U.S. educational policies and practices. He analyzes the historical origins of raciolinguistic ideologies that have framed the language practices of racialized communities as inherently deficient and in need of remediation. Dr. Flores was the recipient of the 2017 AERA Bilingual Education SIG Early Career Award, a 2017 Spencer Postdoctoral Fellowship, and the 2019 James Atlas Prize for Research on Language Planning and Policy in Educational Contexts.
Shondel Nero, Ed.D.
Shondel Nero is Professor of Language Education and Director of the Program in Multilingual Multicultural Studies in the Department of Teaching and Learning at New York University’ Steinhardt School of Culture, Education and Human Development and she is also a member of CAL’s Board of Trustees. She is an applied linguist whose research examines the politics, challenges, and strategies of educating students who speak and/or write in nonstandard varieties of English, World Englishes, and Creoles. She has extensively researched the linguistic and educational needs of speakers o Caribbean Creole English in the US and the Caribbean as well as related issues on language and identity, and language education policy. Dr. Nero also directs a study abroad program in the Dominican Republic to develop support intercultural competence and culturally responsive pedagogy for teachers. Dr. Nero is the inaugural recipient of the James E. Alatis Prize (2016) for an outstanding article on research in language policy and planning in educational contexts based on her work as a Fulbright scholar in Jamaica, where she examined the implementation of the Jamaican Language Education Policy in schools.
Igone Arteagoitia, Ph.D.
Igone Arteagoitia holds a Ph.D. in Spanish Applied Linguistics from Georgetown University and is a Research Scientist at CAL, where she works primarily on research and evaluation projects related to the development of bilingualism and biliteracy skills in Spanish-English speaking children. Currently, she is Project Director on a grant funded by the U.S. Department of Education to identify successful dual language programs by analyzing state-wide longitudinal data in the two program languages and document characteristics of dual language education in high achieving programs. In addition to her research and evaluation work, Dr. Arteagoitia provides technical assistance, and delivers workshops, trainings and a range of support services for teachers and school administrators that serve emergent bilingual learners. She is trilingual in Spanish, Basque, and English and completed primary education in a school using the Basque medium of instruction.