1. Joe Rumenapp University of Illinois at Chicago Fourth International Conference on Language and Education Bangkok, Thailand November 7, 2013

2.  As the increase of English Learners increases, so are top-down policy mandates  Teachers are losing the ability to create meaningful curricula for their classrooms  In urban districts where there is a high amount of cultural and linguistic diversity, the curriculum is becoming more standard

3. Gee, 2011 Cazden, 2001 Psathas, 1995 Discourse Analysis Lave & Wanger, 1991 Engeström, 2007 Wood, 2007 Community of Practice Vygotsky, 1987 Johnson & Golombek, 2011 Professional Development

4.  Introduction to the Project  Teacher Research  Data Collection

5.  Warner Elementary School  K-8 public school located in city’s south side, just a few miles south of down town.  In 2011: 704 students.  Approximately 93% of the students were Asian (mostly Cantonese Chinese), 6% African American, and 1% other.  About 26% were reported as bilingual and 95% on free or reduced lunch (district data).district data

7.  Locate meta-lingual speech acts  Match classroom example with teachers’ analysis  Identify the common tools and themes

8. “Use Engli::sh” “What is smoke? What smoke mean” “I’m in this class…I’m not Chinese!” “COULD YOU SPEAK ENGLISH?”

9.  Transcripts indicating the order and structure of talk  Transcripts that focused on student meaning making  Transcripts of speech events that occurred during shifts in student interaction or uptake

10. Jan: Normative practice of student group based on home language Study of "use Engli:::sh" Reorganized groups realizing some did not have the "right" to speak the home language Allison: Normative practice of student group based on home language Study of "CAN YOU SPEAK ENGLISH" Noted shift in confidence in the home language, contesting dominant policy Lee: Normative practice of whole group facing the teacher Study of "What is smoke?" Recognized need for peer assistance and reorganized group into a circle Leah: Normative practice of classroom discoussion Study of "I'm not Chinese" Recognized the metalinguistic nature of writing audience, and the cultural values contested in the classroom

11.  Teacher Professional Development  Subverting Top-Down Policies  Developing in the absence of administrative support  Creating new pedagogy in the absence of “best practices”

12. Cazden, C. (2001) Classroom discourse: The language of teaching and learning (2nd ed). Portsmouth: Heinemann. Engeström, Y. (2007). From communities of practice to mycorrhizae. In J. Hughes, N. Jewson & L. Unwin (Eds.), Communities of practice: Critical perspectives. London: Routledge. Gee, J.P. (2011). How to do discourse analysis: A tool kit. New York: Routledge. Johnson, K.E. & Golombek, P.R. (Eds). (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York: Routledge. Lave, J. and Wenger, E. (1991) Situated learning: legitimate peripheral participation. New York: Cambridge University Press. Psathas, G. (1995). Conversation analysis: The study of talk-in-action. Thousand Oaks: Sage Publications. Vygotsky L.S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wood, D. (2007). Teachers’ learning communities: Catalyst for change or a new infrastructure for the status quo? Teachers College Record, 109(3), 699-739.

13. Please contact: jrumen2@uic.edu