CVEDA provides support for research into:
- The Argumentative Writing Project
- The Language Immersion Project
- The Documenting Emergent Bilinguals’ Educational Resources Project
- Exploring the Teaching and Learning of LGBTQ-Themed Literature in a Queer-Friendly High School
Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms.
Funded by the Institute for Educational Science, U.S. Department of Education. Principal Investigator: George Newell. Co-Investigators: David Bloome, Alan Hirvela, Tzu-Jung Lin. This project investigates the teaching and learning of argumentative in high school English language arts (ELA) classrooms. We define argumentative writing as a set of social practices for the in-depth exploration of an academic topi, a literary text, or a contemporary social issue. The research involves detailed ethnographic and discourse analytic study of more than 60 high school ELA classrooms. Webpage: http://awproject.ehe.osu.edu/
(For more information contact George Newell.)
Language Ideologies in Language Immersion Education
Funded by a SEED Grant from the College of Education and Human Ecology, as well as a Research Priorities Grant from the American Council on the Teaching of Foreign Languages (ACTFL), the National Federation of Modern Language Teachers’ Association (NFMLTA), and the Modern Language Journal (MLJ), this research investigates the language ideologies and language use of teachers, students, and their families in French and Spanish Immersion Schools. Using classroom-based interaction data, along with interviews of the various stakeholders in the school community, our current study aims to address the following research questions:
- In what ways do teachers enact the stated goals and ideologies of the LI program through classroom practices in response to the diverse student population they serve?
- What did they articulate regarding their language ideologies and language use?
- How were these ideologies embodied in their everyday use of language and their instructional practices?
- What ideologies did teachers articulate and embody regarding the integration of language and content learning in their language immersion program/school?
- What are teachers’ language choices and language functions in the service of integrating language and content within and across different subject areas?
- How did their languaging practices support children’s interaction at varying levels of abstraction with the teacher and other children in learning tasks?
(For more information contact Francis Troyan.)
Documenting Emergent Bilinguals’ Educational Resources (DEBER) Across Elementary School and Home Contexts.
Situated in a K- 6 Spanish Immersion school, this study examines emergent bilingual students’ real-world language practices and knowledge in their classrooms, homes and communities. During the 2014-2015 school year we conducted weekly participant observation and filmed routine classroom interactions in a Kindergarten, First grade, and Second Grade classroom. We also conducted home-based observations and filming in focal students’ homes to better understand the range of resources that they bring to their schooling. This research was supported by an EHE Office of Research seed grant awarded in 2014. We are currently analyzing this corpus of data to better understand how students’ home- and community-based educational resources can be better recognized and built upon to meet their school-based goals.
- Exploring bilingual pedagogies in dual language immersion
- Dual language teacher identity and professional development
- Translanguaging-as-resource in dual language immersion
(For more information contact Sarah Gallo.)
Exploring the Teaching and Learning of
LGBTQ-Themed Literature in a Queer-Friendly High School
An LGBTQ-Themed Literature Teacher Research Project, funded by the Spencer Foundation and the National Council for Teachers of English Conference on English Education. Investigator: Mollie Blackburn. This teacher research project explores what happens when junior and senior high school students at an arts-focused charter school, which explicitly strives to create and maintain a queer-friendly context, opt to take a semester-long course focused on lesbian, gay, bisexual, trans, and queer (LGBTQ) themed literature. The teacher researcher taught and documented the course by recording course discussions, gathering course materials and student work, and interviewing students and other stakeholders in the school. The significance of this study is, in broadest terms, to provide teachers and teacher educators with curricular and pedagogical insights so that they might better counter heteronormativity and cisnormativity in schools and thus make their schools more inviting for LGBT students to learn, flourish, and contribute to the enrichment of others.
(For more information contact Mollie Blackburn.)