Papers by Tuba Angay-Crowder
Handbook of Multilingual TESOL in Practice, 2023
Handbook of Multilingual TESOL in Practice
The Journal of Leadership Education, Apr 1, 2021
The purpose of this self-study is to examine how transformative leadership in student organizatio... more The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students' professional development in higher education. Drawing from Mezirow's (1997) notion of transformative learning and Bass's (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development. & Bransford, 2005; Morris, 2017). While these timehonored practices can provide doctoral students with valuable experiences, they tend to emphasize the faculty mentor's philosophical stance, pedagogy, and research interests, thus limiting opportunities for doctoral candidates to develop their own epistemological beliefs and vision of themselves as scholars, leaders, and faculty members. In response to the limitations of traditional professional development approaches, professionals need to create spaces for engagement in transformative leadership for
FIRE: Futuristic Implementations of Research in Education, May 15, 2020
In this article we demonstrate how we created a context in which digital story-telling was design... more In this article we demonstrate how we created a context in which digital story-telling was designed and implemented to teach multilingual middle school stu-dents in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) in the Digital Storytelling classroom, we designed tasks and activities that were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice) in order to engage the students in exploring their multiple literacies and identities by using multiple semiotic modes and resources (e.g., texts, images, and sounds). Our digital sto-rytelling lessons show that multiliteracies practices can be a powerful venue for second-language learners and teachers. We further discuss how multiliteracies practices like digital storytelling ...
The TESOL Encyclopedia of English Language Teaching, 2018
Global education review, 2015
This paper reflects an OER (Open Educational Resources) critical literacy project, Global Convers... more This paper reflects an OER (Open Educational Resources) critical literacy project, Global Conversations in Literacy Research (GCLR), ( www.globalconversationsinliteracy.wordpress.com ), now in its fourth year. GCLR annually hosts seven web seminars presented by internationally recognized literacy and education scholars. We outline key dimensions of GCLR not only as an OER but as an open educational practice (OEP) (Andrade et al., 2011) that through its design, not only provides open access to scholarship, but also understands the critical nexus among resources, practices and theory. Informed by data from a longitudinal study, this paper situates these dimensions within professional development literature, and outlines GCLR as a critical space designed for critical times, and the importance of intentionality when accessing OER. Like scholars before us, we argue that that availability is not the only consideration when using OER (Andrade et al., 2011); OER must be considered in relati...
Intertextuality is a theoretical construct that refers to the juxtaposed and interactive nature o... more Intertextuality is a theoretical construct that refers to the juxtaposed and interactive nature of texts and events (i.e., spoken, written, multimodal, electronic, etc.). The term foregrounds notions of relationality, interconnectedness, and interdependence in modern culture. It explains how one text refers to another text, and two or more texts share a common referent because they are of the same genre or setting. Meaning in a text can be understood in relation to another text. Within the social semiotics and discourse analytic understanding of intertextuality, people in interaction constantly draw from various texts and semiotic tools; construct intertextual relationships by acting and reacting to each other; and take social action..
The new world of academic discourse is complex and necessitates that L1 and L2 graduate students ... more The new world of academic discourse is complex and necessitates that L1 and L2 graduate students learn a multiplicity of texts, master intertextuality, and actively participate in emerging literacies or genres of their disciplines (Molle & Prior, 2008; Swales, 2004; Warren, 2013). Challenges arise about how doctoral students produce, interpret, and learn texts and genres, and how they act and react around text production in particular multicultural institutional contexts (Hyland, 2000; Prior, 2004). Little is known about how students, particularly those in higher education, establish intertextual connections among different modes of texts (e.g., written, oral, visual) for actively engaging in literacy (Belcher & Hirvela, 2008; Seloni, 2012). The purpose of this study is to examine how L1 and L2 doctoral students use intertextual practices to create meaning and develop their academic literacies during the literacy events of Global Conversations and Literacy Research (GCLR) web semina...
The explosion of social media and online delivery platforms offers a host of possibilities for sh... more The explosion of social media and online delivery platforms offers a host of possibilities for sharing literacy research and practices worldwide, gateways to digital technologies have increased teaching and learning opportunities across educational spaces, including web seminars. Global Conversations in Literacy Research (GCLR) is a critical literacy project, a series of web seminars that engage global audiences in discussions about literacy research and practice. We are now in our second year of a longitudinal study of this project. Our overarching question is To what extent can or does GCLR as an emerging critical literacy project influence and impact the literacy community? In conjunction, we studied the following: a) What do participants and speakers identify as the affordances and constraints of GCLR as an online platform for literacy scholarship?, b) What literacy issues emerge in and across GCLR web seminars, and how are they taken up (or not)? and c) How do the website analy...
Global Conversations in Literacy Research, 2017
TESL Canada Journal, 2013
In this article we demonstrate how we created a context in which digital story- telling was desig... more In this article we demonstrate how we created a context in which digital story- telling was designed and implemented to teach multilingual middle school stu- dents in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) in the Digital Storytelling classroom, we designed tasks and activities that were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice) in order to engage the students in exploring their multiple literacies and identities by using multiple semiotic modes and resources (e.g., texts, images, and sounds). Our digital sto- rytelling lessons show that multiliteracies practices can be a powerful venue for second-language learners and teachers. We further discuss how multiliteracies practices like digital storytelli...
Journal of Adolescent & Adult Literacy, 2014
ABSTRACT This article features a discussion about the significance of global perspectives in shap... more ABSTRACT This article features a discussion about the significance of global perspectives in shaping critical literacy through a web seminar project, Global Conversations in Literacy Research (GCLR). Ubiquitous media and worldwide communication via Internet change the perceptions about literacy and language, urging critical discussions around literacy among educators with global and local connections. In this column, we demonstrate how chat discussions at GCLR web seminars initiate critical questions and thoughts among teachers, scholars and researchers from diverse background. Finally, we offer how these critical topics such as curriculum and issues of assessment inform the transformative agenda of educational policy.
Global and Transformative Approaches Toward Linguistic Diversity
This chapter explores how two in-service content area teachers responded to translanguaging pedag... more This chapter explores how two in-service content area teachers responded to translanguaging pedagogy that was briefly introduced in a teacher education course. Qualitative analysis of the online course work, interviews, and researcher journals revealed that each teacher demonstrated a translanguaging “stance” as well as potential in creating “design” and in initiating “shifts” while their understandings and implementation could be more refined. While understanding translanguaging mostly as a strategy helped the teachers develop a translanguaging stance more easily, it did not lead to more critical examination of complex language ideologies that directly affect teaching of multilingual learners. The study has implications for teacher educators who grapple with creating room for translanguaging, an equitable educational practice for multilingual students, in existing curricula.
Journal of Adolescent & Adult Literacy, 2015
ABSTRACT How professional development is delivered in today's networked world has shifted... more ABSTRACT How professional development is delivered in today's networked world has shifted greatly, and research into online spaces of learning is growing. Numerous questions, however, remain regarding how online spaces can be leveraged to foster meaningful conversations that address current critical educational issues. This qualitative study examines the complex nature of questions and discussions that emerge in and across a critical literacy Web seminar project, Global Conversations in Literacy Research (GCLR), a series of open-access Web seminars that engage global audiences in discussions around literacy theory, research, and practice. This article addresses the following research questions: (1) When initial questions are posed, how are the discussion questions taken up by participants and speakers in this critical literacy Web seminar project? (2) What learning occurs in online professional development spaces grounded in critical literacy?
As a growing number of English language learners (ELLs) engage in
digital and multimodal literacy... more As a growing number of English language learners (ELLs) engage in
digital and multimodal literacy practices in their daily lives, teachers
are starting to incorporate multimodal approaches into their instruction.
However, anecdotal and empirical evidence shows that teachers
often feel unprepared for integrating such practices into their curricula
(Coyle, Ya~nez, & Verdu, 2010; Sadik, 2008). This particular concern
has led the authors of this essay to examine ways in which
multimodal literacy practices can be integrated into teacher education
for teaching English to speakers of other languages (TESOL). This
Teaching Issues article describes how the first author designed and
implemented two multimodal practices for preservice and in-service
teacher education programs in the United States. The essay highlights
the challenges of incorporating multimodal practices into teacher education
(e.g., epistemological issues, instructional challenges, and
teachers’ resistance to multimodal practices). The authors offer suggestions for overcoming those challenges and propose future directions
for TESOL teacher education and professional development
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Papers by Tuba Angay-Crowder
digital and multimodal literacy practices in their daily lives, teachers
are starting to incorporate multimodal approaches into their instruction.
However, anecdotal and empirical evidence shows that teachers
often feel unprepared for integrating such practices into their curricula
(Coyle, Ya~nez, & Verdu, 2010; Sadik, 2008). This particular concern
has led the authors of this essay to examine ways in which
multimodal literacy practices can be integrated into teacher education
for teaching English to speakers of other languages (TESOL). This
Teaching Issues article describes how the first author designed and
implemented two multimodal practices for preservice and in-service
teacher education programs in the United States. The essay highlights
the challenges of incorporating multimodal practices into teacher education
(e.g., epistemological issues, instructional challenges, and
teachers’ resistance to multimodal practices). The authors offer suggestions for overcoming those challenges and propose future directions
for TESOL teacher education and professional development
digital and multimodal literacy practices in their daily lives, teachers
are starting to incorporate multimodal approaches into their instruction.
However, anecdotal and empirical evidence shows that teachers
often feel unprepared for integrating such practices into their curricula
(Coyle, Ya~nez, & Verdu, 2010; Sadik, 2008). This particular concern
has led the authors of this essay to examine ways in which
multimodal literacy practices can be integrated into teacher education
for teaching English to speakers of other languages (TESOL). This
Teaching Issues article describes how the first author designed and
implemented two multimodal practices for preservice and in-service
teacher education programs in the United States. The essay highlights
the challenges of incorporating multimodal practices into teacher education
(e.g., epistemological issues, instructional challenges, and
teachers’ resistance to multimodal practices). The authors offer suggestions for overcoming those challenges and propose future directions
for TESOL teacher education and professional development