Creating inclusive learning environments: Strategies from performance based assessments in a graduate linguistics course

Abstract

This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course. EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education. In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan. The paper describes the use of critical discourse analysis (CDA) and critical race theory (CRT) to analyze exemplary student assignments and to modify course descriptions of the assignments and the rubrics to support 1) critical examination of text book bias in social studies, math and science textbooks, 2) lesson plans that support teaching linguistically and culturally diverse students especially those who have had interrupted schooling 3) creative use of technology for more inclusive, culturally responsive and socially just classroom practices. Participants will gain insights about framing and designing assignments and rubrics to support student learning, while also creating an inclusive learning environment.