The Thread That Binds: Building on the Stories of Adolescent English Language Learners in Mainstream Social Studies Classrooms

doi:10.1080/00377996.2018.1550045

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The Thread That Binds: Building on the Stories of Adolescent English Language Learners in Mainstream Social Studies Classrooms

Journal Article•DOI•

The Thread That Binds: Building on the Stories of Adolescent English Language Learners in Mainstream Social Studies Classrooms

Patricia A. Lin¹•Institutions (1)

University of Calgary¹

02 Nov 2018-The Social Studies (Routledge)-Vol. 109, Iss: 6, pp 324-336

TL;DR: The authors presented a practical, culturally responsive storytelling model for Grades 7-9 social studies teachers to use for storytelling and social studies students in the classroom. But they did not consider the impact of storytelling on the curriculum.

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Abstract: This article draws on current research in the areas of storytelling and social studies to present a practical, culturally responsive storytelling model for Grades 7–9 social studies teachers to use...

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Dissertation•

Compassionate citizenship through storytelling – an analysis of stereotypical views among ladies’ residence students in Huis ten Bosch on Stellenbosch Campus

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Chantel Julia Turner

01 Mar 2017

TL;DR: In this paper, the Orientation to the Study (OOTS) is described as a "dedication to the study of science and its application in the field of computer science".

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Abstract: ..................................................................................................................... i Opsomming ............................................................................................................... iii Dedication ................................................................................................................. iv Acknowledgements ................................................................................................... v List of Figures ............................................................................................................ xi Chapter 1: Orientation to the Study ....................................................................................... 2 1.

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3 citations

Journal Article•DOI•

Unemployment and Poverty Rise in Nigeria: Implications for Increasing Learners’ Social-Emotional and Cognitive Development Through Inclusive Critical Storytelling Pedagogy

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Adaobiagu Obiagu¹•Institutions (1)

University of Nigeria, Nsukka¹

04 Mar 2020-Social Science Research Network

TL;DR: In this paper, a review of research on factors that impact social-emotional and cognitive development of children for their effective functioning in the society; the widening gap between SEC development of low and high income students, and as well highlighted reasons why teachers should care about these research findings and develop poor learners.

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Abstract: This paper presented a review of research on factors that impact social-emotional and cognitive development (SEC) of children for their effective functioning in the society; the widening gap between SEC development of low and high income students, and as well highlighted reasons why teachers should care about these research findings and SEC development of poor learners. Poor social-emotional development is associated with anti-social behaviours which could have indirect negative effects – such as poor leadership, increased criminality, human rights violation, violence, poor societal development, etc. – on a society. Poor cognitive development affects individual’s executive functioning skills (e.g. critical thinking) which are vital for informed and good judgment or decision making. Factors, such as income, parenting style, brain development, nature of neighbourhood, personality, etc., are however, implicated as influencing SEC development. The paper further highlighted theoretical and empirical recommendations for bridging existing SEC gap between low and high income students, and situated the suggestions within a developing context, Nigeria. It showed what Nigeria –devastated by poverty and unemployment that hamper adequate SEC development– has done to bridge SEC gap between well-off and poor students (e.g. introduction of Universal Basic Education Scheme, free lunch, free textbooks, etc) and argued that many structural factors (geographical structure, corruption, etc.) limit their effectiveness as there are still high number of out-of-school children, and high level of absenteeism from and dropping out of school among school age students in the country. Recognizing that most teachers suffer socioecomonomic challenges as their students, and as well face structural challenges that limit their adoption and application of effective and efficient teaching practices and other solutions suggested in reviewed literature, the paper suggested inclusive critical storytelling pedagogy as an alternative for teachers in poor contexts. The paper discussed and illustrated how inclusive critical storytelling pedagogy could be applied by teachers for motivational, methodological, and evaluative purposes in the classroom to foster and promote SEC development among students, especially disadvantaged students.

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2 citations

References

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Journal Article•DOI•

The Dreamkeepers: Successful Teachers of African American Children

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Tryphenia B. Peele¹•Institutions (1)

Claremont Graduate University¹

01 Jun 1997-Anthropology & Education Quarterly

TL;DR: The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings as mentioned in this paper is a popular book for African American children. 187 pp. San Francisco: Jossey-Bass Publishers

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Abstract: The Dreamkeepers: Successful Teachers of African American Children. Gloria Ladson-Billings. San Francisco: Jossey-Bass Publishers, 1994. 187 pp.

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1,676 citations

"The Thread That Binds: Building on ..." refers background in this paper

...Several theorists have been involved in the development of a culturally responsive pedagogy, including Ladson-Billings (2009), Gay (2010), and Villegas and Lucas (2002); however, the conceptual framework in this study was based primarily on the work of Gloria Ladson-Billings (2009)....
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...According to the work of Ladson-Billings (2009), a culturally responsive pedagogical framework incorporates students’ background knowledge and experiences in their home countries, while holding students to high expectations, helping students navigate the new culture they are in, and assisting…...
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Journal Article•DOI•

Preparing Culturally Responsive Teachers: Rethinking the Curriculum

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Ana Maria Villegas¹, Tamara Lucas¹•Institutions (1)

Montclair State University¹

01 Jan 2002-Journal of Teacher Education

TL;DR: In this article, a vision of culturally responsive teacher educators is presented, which can serve as the starting point for conversations among teacher educators in the process of teacher education to move beyond the fragmented and superficial treatment of diversity.

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Abstract: To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.

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1,527 citations

Additional excerpts

...Several theorists have been involved in the development of a culturally responsive pedagogy, including Ladson-Billings (2009), Gay (2010), and Villegas and Lucas (2002); however, the conceptual framework in this study was based primarily on the work of Gloria Ladson-Billings (2009)....
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Journal Article•DOI•

Cross-frequency coupling supports multi-item working memory in the human hippocampus

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Nikolai Axmacher¹, Melanie M. Henseler, Ole Jensen, Ilona Weinreich, Christian E. Elger, Juergen Fell - Show less +2 more•Institutions (1)

University of Bonn¹

16 Feb 2010-Proceedings of the National Academy of Sciences of the United States of America

TL;DR: Intracranial EEG recordings in human epilepsy patients are used to test pivotal predictions from theoretical work and show that simultaneous maintenance of multiple items in WM is accompanied by cross-frequency coupling of oscillatory activity in the hippocampus, which is recruited during multi-item WM.

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Abstract: Recent findings indicate that the hippocampus supports not only long-term memory encoding but also plays a role in working memory (WM) maintenance of multiple items; however, the neural mechanism underlying multi-item maintenance is still unclear. Theoretical work suggests that multiple items are being maintained by neural assemblies synchronized in the gamma frequency range (25–100 Hz) that are locked to consecutive phase ranges of oscillatory activity in the theta frequency range (4–8 Hz). Indeed, cross-frequency coupling of the amplitude of high-frequency activity to the phase of slower oscillations has been described both in animals and in humans, but has never been linked to a theoretical model of a cognitive process. Here we used intracranial EEG recordings in human epilepsy patients to test pivotal predictions from theoretical work. First, we show that simultaneous maintenance of multiple items in WM is accompanied by cross-frequency coupling of oscillatory activity in the hippocampus, which is recruited during multi-item WM. Second, maintenance of an increasing number of items is associated with modulation of beta/gamma amplitude with theta band activity of lower frequency, consistent with the idea that longer cycles are required for an increased number of representations by gamma cycles. This effect cannot be explained by a difference in theta or beta/gamma power. Third, we describe how the precision of cross-frequency coupling predicts individual WM performance. These data support the idea that working memory in humans depends on a neural code using phase information.

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808 citations

"The Thread That Binds: Building on ..." refers background in this paper

...…associated with emotion, senses, and movement” (Whipple, 2014, p. 33), but particularly the hippocampus, the part of the brain within the limbic system that “supports longterm memory encoding and plays a role in working memory maintenance of multiple items” (Axmacher et al., 2010; Mitty, 2010)....
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...…are several reasons why storytelling should be incorporated into mainstream social studies classrooms: to support memorization of world events (Axmacher et al., 2010; Mitty, 2010; Whipple, 2014), to make sense of life events (Glonek & King, 2014; Mitty, 2010; Tomkins, 2009), to support the…...
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Journal Article•DOI•

The limbic system.

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Rajmohan¹, E Mohandas¹•Institutions (1)

Mission Health System¹

01 Apr 2007-Indian Journal of Psychiatry

TL;DR: The limbic system consists of the phylogenetically old limbic lobe and other subcortical structures and their connections which may elaborate the functions of central emotion as well as participate in the emotional expression.

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Abstract: Byline: V. RajMohan, E. Mohandas "The hypothalamus, the anterior thalamic nucleus, the cingulate gyrus, the hippocampus and their interconnections, constitute a harmonious mechanism which may elaborate the functions of central emotion as well as participate in the emotional expression." James Papez, 1937 The limbic system consists of the phylogenetically old limbic lobe and other subcortical structures and their connections. Although not empirically proven, the limbic system is a functional concept which may be employed to explain various brain functions.[sup] [1] History Paul Pierre Broca in 1878 spoke of ' le grand lobe limbique' or the great limbic lobe and applied the term "limbic" (from the Latin limbus for border) to the curved rim of the cortex which incudes the cingulate and the parahippocampal gyri. However, its putative role in emotion was elaborated by the American physician, James Papez in 1937 in the seminal paper titled 'A proposed mechanism of emotion'. This anatomical model is referred to as the Papez circuit.[sup] [2] Yakovlev in 1948 proposed Yakovlev's circuit in the control of emotion involving the orbitofrontal, insular and anterior temporal lobe cortex, the amygdala and the dorsomedial nucleus of thalamus.[sup] [3] In 1952, Paul D. MacLean coined the term "limbic system" to describe Broca's limbic lobe and related subcortical nuclei as the collective neural substrate for emotion.[sup] [1] MacLean was also instrumental in proposing and defining the Triune concept of the brain. MacLean's evolutionary "Triune brain theory" proposed that the human brain was in reality three brains in one: the R-complex (reptilian complex), the limbic system and the neocortex.[sup] [4] The concept of the limbic system has since been further expanded and developed by Nauta, Heimer and others. Components of the Limbic System There is no universal agreement on the total list of structures, which comprise the limbic system. The brain regions that constitute the limbic system are: *Limbic cortex i. Cingulate gyrus ii. Parahippocampal gyrus *Hippocampal formation i. The dentate gyrus ii. Hippocampus iii. Subicular Complex *Amygdala *Septal area *Hypothalamus These structures form a complex network for controlling emotion.[sup] [5] Limbic lobe The limbic lobe situated at the inferomedial aspect of the[sup] cerebral hemispheres, consists of two concentric gyri surrounding[sup] the corpus callosum. Broca proposed that the larger outer gyrus[sup] be named[sup] " limbic gyrus" and the smaller inner one "the intralimbic gyrus".[sup] The limbic gyrus (limbic lobe) consists of the[sup] isthmus of the cingulate gyrus, the parahippocampal gyrus (both of which are continuous via a bundle of white matter called "cingulum") and the subcallosal area.[sup] [6] The cingulate gyrus (Latin = Belt ridge) dorsal to the corpus callosum is heavily interconnected with the association areas of the cerebral cortex. The parahippocampal gyrus in the medial temporal lobe contains several distinct regions, the most important being the entorhinal cortex (ERC). The ERC funnels highly processed cortical information to the hippocampal formation and serves as its major output pathway.[sup] [5] The hippocampal formation Hippocampal formation in the temporal lobe has three distinct zones: *The dentate gyrus *The hippocampus proper *The subiculum Embryologically, the hippocampal formation is an extension of the medial edge of the temporal lobe. The entire hippocampal formation has a length of about 5 cm from its anterior end at the amygdala to its tapering posterior end near the splenium of the corpus callosum.[sup] [5] Dentate gyrus The dentate gyrus is composed of three layers: an outer acellular molecular layer, a granular middle layer and an inner polymorphic layer. …

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340 citations

"The Thread That Binds: Building on ..." refers background in this paper

...The hippocampus specifically serves to convert events in short-term memory into long-term memory in a healthy individual who has not experienced any damage to their hippocampus (Boeree, 2009)....
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...The hippocampus specifically serves to convert events in short-term memory into long-term memory in a healthy individual who has not experienced any damage to their hippocampus (Boeree, 2009). Narratives (stories) support episodic memory, which Glonek and King (2014) define as “the act of memorizing information by following a sequential order of events” p....
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...The hippocampus specifically serves to convert events in short-term memory into long-term memory in a healthy individual who has not experienced any damage to their hippocampus (Boeree, 2009). Narratives (stories) support episodic memory, which Glonek and King (2014) define as “the act of memorizing information by following a sequential order of events” p. 33). The reason for this is that writing and responding to the stories of others “involves memory, attention, emotional marking, and temporal sequencing” (Teske, 2006, p. 169). Essentially, narratives serve as a mnemonic device because of their predictable pattern (Glonek & King, 2014, p. 40). Teske (2006) suggests that the structure of stories assists memory and activates emotions, which “results in longer potentiation and deeper encoding” (p....
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...The hippocampus specifically serves to convert events in short-term memory into long-term memory in a healthy individual who has not experienced any damage to their hippocampus (Boeree, 2009). Narratives (stories) support episodic memory, which Glonek and King (2014) define as “the act of memorizing information by following a sequential order of events” p. 33). The reason for this is that writing and responding to the stories of others “involves memory, attention, emotional marking, and temporal sequencing” (Teske, 2006, p. 169). Essentially, narratives serve as a mnemonic device because of their predictable pattern (Glonek & King, 2014, p. 40). Teske (2006) suggests that the structure of stories assists memory and activates emotions, which “results in longer potentiation and deeper encoding” (p. 186). Glonek and King (2014) further highlight the fact that stories support memory because of the inferences readers make when a story is organized in a narrative format rather than as an expository text....
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Journal Article•DOI•

Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts

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Jim Cummins¹, Shirley Hu, Paula Markus, M. Kristiina Montero²•Institutions (2)

University of Toronto¹, Wilfrid Laurier University²

01 Sep 2015-TESOL Quarterly

TL;DR: The authors propose a framework for identifying major causes of underachievement among low socioeconomic status, multilingual, and marginalized group students and implement evidence-based instructional responses to address them.

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Abstract: The construct of identity text conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity affirmation and literacy engagement, these variables have been largely ignored in educational policies and instructional practices. The authors propose a framework for identifying major causes of underachievement among these three overlapping groups and for implementing evidence-based instructional responses. The framework argues that schools can respond to the devaluation of identity experienced by many students and communities by exploring instructional policies and strategies that enable students to use their emerging academic language and multilingual repertoires for powerful identity-affirming purposes. Drawing on projects involving First Nations and immigrant-background multilingual students, the authors document the profound transformations in academic, intellectual, and personal identity that multimodal identity text work is capable of engendering.

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163 citations