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.
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.
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.