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Global literacy and foreign language education in central Appalachia Ella Smith, Ph.D. student The Ohio State University Foreign & Second.

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Presentation on theme: "Global literacy and foreign language education in central Appalachia Ella Smith, Ph.D. student The Ohio State University Foreign & Second."— Presentation transcript:

1 Global literacy and foreign language education in central Appalachia Ella Smith, Ph.D. student The Ohio State University Foreign & Second Language Education School of Teaching & Learning

2 The Appalachian region

3 Central Appalachia Appalachian Regional Commission, 2009 KY 53 TN 14 VA 7 WV 7 N=81

4 2010 census population: 1,918,473 (1.6% since 2000) A demographic profile of central Appalachians Median age: 40.4 Breakdown: 25-64 54% Under 18 22.3% 65+ 15% 18-24 8.6% Change since 2000: +2.8% -6.6% +13.7% -4.6% Pollard & Jacobsen, 2011 (What central Appalachia really looks like)

5 RaceDemographics Breakdown: White 95.4% Black 1.8% Hispanic 1.3% Other races 1.5% Change since 2000: +0.6% +8.2% +72.8% +35.4% Pollard & Jacobsen, 2011

6 Education (of individuals 25+, 2005-2009) Breakdown: less than HS diploma28.9% HS grad, no post-secondary degree53.6% Associate’s degree5.5% Bachelor’s degree+11.9%Demographics Pollard & Jacobsen, 2011

7 Demographics Migration patterns (Ages 1+, 2005-2009) Breakdown: Did not move86.9% Moved within county7.8% Moved within state3.2% Moved outside of state2.1% Pollard & Jacobsen, 2011

8 Stereotypes Harkins, 2004 “people who cannot, and do not care to, locate Iraq or France on a map— assuming they even own an atlas” (Bageant, 2007, p. 2)

9 “it is problematic to talk about culture as though it is monolithic and static … we must understand culture as shared and particular” (Seidl, 2007, p. 179) “the needs of the Appalachian people are no different from elsewhere, the need to be respected for who they are and for what they bring to the multicultural table” (Sohn, 2006, p. 2) Culture is not fixed!

10 Reading and writingLiteracy Barton & Hamilton, 1998 “… primarily something people do” (p. 3) “Like all human activity, literacy is essentially social, and it is located in the interaction between people.” (p. 3) From p. 7 … “a set of social practices” “associated with different domains of life” “patterned by social institutions and power relationships” “purposeful and embedded in broader social goals and cultural practices” dynamic

11 Literacy Bloome, 1985, p. 134 “Social interaction surrounds and influences interaction with a written text.” “… reading has social uses which are an extension of people’s day-to-day cultural doings.” “… reading is a socio-cognitive process. Through learning to read and through reading itself, children learn culturally appropriate information, activities, values, and ways of thinking and problem solving.”

12 Cultivating global literacy 4 components (Carnegie Mellon University) Knowledge Intellectual skills Social/cultural competencies Ethics

13 Global literacy Knowledge situate issues and perspectives in context frame problems and seek solutions for them, recognizing their complexity understand the history, characteristics, and components of numerous global systems make historical and contemporary connections Carnegie Mellon University

14 Global literacy Intellectual skills apply appropriate models, frameworks, and theories to situations to solve problems and make predictions analyze critically challenge assumptions and interpretations seek and recognize a variety of perspectives ask relevant questions seek, locate, and evaluate information make appropriate comparisons weigh the costs/benefits of actions Carnegie Mellon University

15 Global literacy Social/cultural competencies observe carefully and analytically listen respectfully communicate effectively across various media utilize both local and global resources collaborate across time, distance, and cultural/disciplinary differences adapt to diverse cultural contexts and unfamiliar situations Carnegie Mellon University

16 Global literacy Ethics develop informed, thoughtful ethical positions about local and global issues engage in actions in a manner that reflects social/global responsibility and personal empowerment Carnegie Mellon University

17 Researching foreign language education in central Appalachia “Formative assessment empowers teachers and students because it gives them specific information about individual performance.” (Tovani, 2011, p. 13) Where are we now? Where are we going? How do we close the gap? (quoted in Tovani [p. 54, as taken from Stiggins et. al, 2004) Study of in-service foreign language educators in central Appalachia Qualitative + quantitative research methods

18 Appalachian Regional Commission. (2009). [Map illustration of the geographical range of Appalachia]. Subregions in Appalachia. Retrieved from Bageant, J. (2007). Deer hunting with Jesus: Dispatches from America’s class war. New York, NY: Crown Publishers. Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge. Bloome, D. (1985). Reading as a social process. Language Arts, 62(2), 134-142. Carnegie Mellon University. (n.d.). Global literacy: How are we defining it? How are we assessing it? Retrieved from

19 Harkins, A. (2004). Hillbilly: A cultural history of an American icon. New York, NY: Oxford University Press. Pollard, K., & Jacobsen, L. (2011). The Appalachian region in 2010: A census data overview. Prepared for the Appalachian Regional Commission by the Population Reference Bureau. Seidl, B. (2007). Working with communities to explore and personalize culturally relevant pedagogies: “Push, double images, and raced talk”. Journal of Teacher Education, 58(2), 168-183. Sohn, K. K. (2006). Whistlin’ and crowin’ women of Appalachia: Literacy practices since college. Carbondale, IL: Southern Illinois University Press. Tovani, C. (2011). So what do they really know?: Assessment that informs teaching and learning. Portland, ME: Stenhouse Publishers. References continued

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