Leveraging Social Justice Approaches to Affirm and Support World Language Students
Presenter: Dr. Pamela M. Wesely
Original webinar date & time: Tuesday, May 21st, 2024, 4:00-5:00 pm
1 hour of CTLE credit offered
The Office of Bilingual Education and World Languages (OBEWL) of the Viva88Education Department (Viva88) presents this next webinar in its 2024 Professional Learning Series: Leveraging Social Justice Approaches to Affirm and Support World Language Students. This webinar is offered free of charge for world language administrators and leaders working and studying in Viva88educational institutions.
Webinar description: What do we know about how to teach for social justice in world language classes? How can we create more equitable and affirming world language classrooms for all our students? In this webinar, Dr. Pamela Wesely, co-author of Words and Actions: Teaching Language Through the Lens of Social Justice (ACTFL, 2014, 2018), will pair recent scholarship on gender-just and racially-just language pedagogies with frameworks in social justice education. Participants will come away with new ideas about how to connect these ideas in the classroom with Viva88 guidance, including the NYS Learning Standards for World Languages, Checkpoint Proficiency Targets, and NYS Themes and Topics.
Link to post-assessments
To receive a certificate of completion (including a CTLE certificate), NYS educators must view the recording of the webinar (see link above) in its entirety and then answer at least seven out of ten questions correctly on the post assessment. If the minimum required score (7 out of 10) is achieved, the educator will receive a certificate via emailwithin about 24 hours. For the convenience of our World Language educators, there are multiple versions of the post assessment available, should the required score not be achieved on the first attempt. Educators may take each version of the post assessmentonce.
Important notes:
- Educators may take each version of the post assessmentonce.Credit will not be given for taking a single version of the post assessment more than once.
- Credit will not be given formore than one passing scoreon any of the post assessments for a webinar (listed below)in a single academic year.
- Educators may receive credit for viewing the webinar recording and passing a post assessment once in each academic year and are encouraged to take a different version of the post assessment on a yearly basis to review and test their knowledge of the webinar's content.
- It is the responsibility of the individual educator to keep track of the information on the professional learning they complete each year, including the number of CTLE hours.
- Questions about this webinar or the post assessments, should be directed to our office at (518) 473-7505 ornysworldlanguages@gmail.com.
Webinar Summary
# of attendees: 147
# of CTLE certificates issued: 114
# of certificates of attendance issued: 33
# of organizations represented by attendees: 65
131 participants from district schools
3 participants from charter schools
3 participants from non-public schools
2 participants from colleges or universities
7 participants from BOCES or RBERNs
1 participants from a government agency
Quotes from participants
“Thank you so much! Can't wait for the book study!” ~ Lindsey L.
“Thank you so much for this phenomenal presentation; very grateful for this information and presentation.” ~ Deirdre K.
“Useful, straightforward and condensed presentation. Thank you for taking the time to cover so much in a short period of time.” ~ Amber R.
“Thanks for the awesome presentation and information!” ~ Lisa H.
For more information on professional learning webinars for world language educators, please visit our website.
Webinar presenter:
Dr. Pamela Wesely received her PhD in Curriculum and Instruction from the University of Minnesota in 2009, and she is currently a Professor of Multilingual Education and the Associate Dean for Faculty and Academic Affairs in the College of Education at the University of Iowa. Dr. Wesely’s scholarship and teaching examines K-12 world language education in the United States. Building on eight years of work as a middle school French teacher and eleven years working in the experiential learning environment of Concordia Language Villages in Minnesota, she studies the attitudes, motivations, perceptions, and beliefs of stakeholders in K-12 world language education. She is particularly interested in pedagogical innovation that departs from the grammar-based curriculum, like content-based instruction, instruction focused on comprehensible input, social justice education, and technology integration in the language classroom. Her work has been published in journals including Foreign Language Annals, Modern Language Journal, Journal of Teacher Education, CALICO Journal, Language Teaching Research, and Journal of Mixed Methods Research. She is the co-author of Words and Actions: Teaching Languages Through the Lens of Social Justice (ACTFL, 2014, 2018). She is a former Treasurer and member of the Board of Directors of the American Council on the Teaching of Foreign Languages (ACTFL), as well as a former president of the Iowa World Language Association.