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Tackling Prejudice, Power and Prestige

Building a culturally and linguistically responsive ELA classroom


Course Objective: By the end of this course, teachers will develop a transformative understanding of how beliefs about language and dialects shape students’ engagement to school. They will adapt their own lessons in literature, writing, and grammar to promote critical language awareness in students.

Course Description: 

Despite your love of F. Scott Fitzgerald, are you struggling to engage students in why Gatsby is so great? Do you wonder why “correcting” grammar seems to have little impact besides straining your relationship with students? In this course, we’ll create a safe space to talk about these issues in terms of race, language, and culture. Exploring research on this subject, English Language Arts teachers will create lessons that validate the cultures and languages of historically marginalized students while adding “academic” knowledge to students’ cultural and linguistic repertoires.

Keywords: english, code-switching, 6-12th grade, english language arts, ELA, common core, social justice, culture, language, culturally and linguistically responsive

Audience: Designed for 6 - 12 ELA teachers looking to validate and engage African American and Latino students in their classrooms through language and content Dates: June 13 - 17, 2016; See Festival Schedule for times
Format of Course: In-person at Stanford University; This course is part of the June Stanford Teaching Festival Cost*: $550 - groups of 3+ paid by school, and international participants
$600 - individual
Units: 2 Status: Registration opens February 1.

*Please note: The cost for this course includes parking, a light breakfast, lunch, and reception. This cost does not include lodging or transportation. Please see the Festival Location, Lodging, & Transportation page.

Course Facilitators: 

Mike Metz A National Board Certified Teacher in Early Adolescent Language Arts, Mike has taught pre-K through Master's students, in public, private and charter schools. The majority of Mike's 15-year teaching career he taught middle and high school on the South Side of Chicago while partnering with the University of Chicago's Urban Education Institute in a variety of roles. 

Mike is currently in the final stages of a doctoral program in Curriculum and Teacher Education at Stanford University. The majority of Mike's research explores approaches to language instruction in English classrooms that value the diverse English varieties students bring with them to school. Mike seeks to develop linguistically informed approaches to grammar and language instruction that increase the engagement and achievement of students who speak historically stigmatized varieties of English.

Course Praise: 
“It [the PD] completely exceeded all expectations and has been the most worthwhile professional development I have ever been to.” - Summer 2015 Participant “It [the PD] will impact literally everything I do, from how I plan, how I teach, how I evaluate students and what resources I present to my students.” - Summer 2015 Participant