Top Tweets for #StopTheDeficit
👀Looking directly at you "science of reading people", "lets compare bilinguals to monolinguals people", and journals that like to publish "large scale" studies (often) by economists with little to no experience in education. 4/ #StopTheDeficit
Doing some research on SEAs resources for classified ELs and I have so many questions about this form. Risk factors for what? Why are those the only listed options for migration? Why are language distance & cultural differences framed as risks? Illiteracy?! #StopTheDeficit
(Related tangential rant: I freaking hate it when I hear people tell students they need to "think in English". Stop delegitimizing the way multilinguals think and process language. #StopTheDeficit) 11/
(Side bar: even in a classroom with "English only" instruction, it is NOT a freaking "English only" space. To call it that erases the languages students bring with them and the translanguaging that is happening with themselves and with others. #StopTheDeficit) 10/
"A particular status is attached to English that sounds as if it comes from countries that are wealthy, majority white and mostly monolingual."
Looking forward to using this article in my bilingualism courses.
#mustread #StopTheDeficit
https://t.co/unPjAsDefI
In all three of my courses this semester, we are kicking off our first session/module with this piece by Ramón Martínez. Drop your questions or comments below and I'll add them to our class discussion! #ELLChat #KnowYourStudents #StopTheDeficit
As we get back to the school year, here's a #HotOffThePress article in @MATSOLorg's publication Currents about challenging deficit perspectives. Thanks to @MountHolyoke colleagues for this piece.
#StopTheDeficit #TeacherEducation
https://t.co/JBak9uLp0h
"...the education field is currently running the risk of framing bilingualism as an asset for monolingual English speakers - and as a deficit for English Learners."
👆🏾 Except it's not that we run the risk, it's that we've already done it. #StopTheDeficit
https://t.co/0C5ADTNqm2
I'm re-reading T. Huerta's 2011 BRJ piece on humanizing pedagogy and Latinx children and this sums so much up:
"marginalized students (due to race, economic class, culture, or experience) differ in how they learn, but not in their ability to learn." (p.39)
#StopTheDeficit
When I was taking Spanish in high school I learned that Spain Spanish was the "proper" and "right" way to speak Spanish. It took me a long time to understand the problem with that thinking and to unlearn that idea. #StopTheDeficit
Also the grit narrative just needs to die. The grit narrative ignores the systemic issues that continue to oppress historically marginalized populations.
#StopTheDeficit
There's several, but I'll start with this: I want folks to understand that an "absence" of English is not an absence of knowledge or understanding.
#StopTheDeficit
In our deparment meeting we were talking about unlearning. What deficit perspectives, racist narratives, false understandings, and/or white-washed history do folks need to unlearn?
I'll drop some below, but want to hear from you too.
#StopTheDeficit #KnowYourHistory
All of this. Shout it out loud! "Positioning teachers, positioning learners: Why we should stop using the term English learners" #StopTheDeficit
A brief, reflective piece in @TESOL_Assn's TESOL Journal with colleagues, Michaela Colombo and Johanna Tigert from @UMassLowell. #TeacherEducation
Read it here (PM me if you have trouble accessing the PDF): https://t.co/vWP68JTm99
I really appreciate re-reading Dr. Ramon A. Martinez's 2018 piece in The Reading Teacher. How can we adjust/change our classroom practices to better recognize, value, appreciate, & leverage our Ss' multilingual strengths & diversity? #TL508 #StopTheDeficit
https://t.co/qSnlW4XrLF
My @BUWheelock courses will be using Twitter starting this week! Engage with us and follow along at #TL508BPE, #TL508, #BI535, and #BI535BPE!
#Bilingualism
#ELLChat
#Education
#Equity
#StopTheDeficit
#TESOL
#ESL
"The right accent can open doors to social circles, work opportunities and sense of belonging, but the wrong accent can close them."
#BI575, this is totally related to our accent conversations. #StopTheDeficit #Linguicism https://t.co/J8JeiDjgKL
"I want my son to feel the immediate ease I do when I walk into a room full of Southern voices, but I don’t want others to read his voice as stupid or poor or backward" https://t.co/C0rmoBwOML
Re-reading some old school Bialystok & surprised, yet not surprised at seeing some children described as "partially bilingual". Made me think of the 75% bilingual result I got on that quiz last week. The idea of being "fully" bilingual remains salient.
#BI575 #StopTheDeficit
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