Dr. Gloria Ladson-Billings Dr. Danny Brassell
Click HERE for the Keynote Speakers' Biographies and more!
(MLET: The Journal of Middle Level Education in Texas, Vol. 1, Issue 1, Article 4, 2014)
K Know Thyself and Others
Share ways you are reflective our teaching, preparation, and interaction with your students, colleagues, and families.
E Engage All Stakeholders
Share ways you engage your families, businesses, community leaders, and legislators as you work to affect a change in the lives of your English Learners and members of the multilingual and multicultural populations.
Y Yield to Public Policy
Share ways you reach out to your Legislators, Representatives, Senators, and other guiding organizations responsible for overseeing education, related programs, and outreach.
S Strategize Instruction and Collaboration
Share ways you develop lesson plans, deliver professional development, and work across the curriculum to meet the educational and personal needs of your multilingual and multicultural populations.Please prepare your session with the following in mind:
The term, culturally relevant pedagogy, was established by Dr. Gloria Ladson-Billings to describe “…a theoretical model that not only addresses student achievement but also helps students to accept and affirm their cultural identity while developing critical perspectives that challenge inequities that schools (and other institutions) perpetuate” (1995, p. 469).
The Heart of the Matter
Someone once said, “People like to be celebrated and not tolerated.” This is true of multilingual and multicultural populations. What is lamentable is that some tolerate, marginalize, and alienate members of those multilingual and multicultural populations. This is a reality that adversely affects education, commerce, and international relations. Culturally proficient leaders are advocates for their multilingual and multicultural populations. To fulfill this role, leaders, including educators, must be transparent in their personal reflections. They should examine their existence in their communities, decide to be responsive to their constituents, and become agents of change.
Above & Beyond
Success in ESOL is not “just good teaching.” Research has shown that “best practices,” in isolation, is not conducive to success. If “good teaching” was the solution, then many educators could hide behind “best practices,” fail to challenge their misinformed perceptions of their students and families, and develop students who are well-rounded, socially adjusted, and aware of and take advantage of all the financial and social resources in their communities. In fact, prejudiced views of an educator might form a barrier that prevents students from researching topics and discourage that same teacher from sharing knowledge that could increase their social and cultural capital (Bourdieu, 1979). The field of ESOL embraces focused study, research-based strategies, and collaborative efforts of all stakeholders.
School Leadership & Other Educational Institutions
School districts have become increasingly interested in culturally responsive teaching. School principals have inquired about their school environments and classroom strategies and how they might be able to make their multicultural and multilingual families feel welcome (Moyer & Clymer, 2009). Recently, education has recognized that there is more to students’ academic success than simply grades. In fact, students’ sense of belonging directly impacts their performance (Mertens, Afara, & Caskey, 2007). Students’ culture has a significant part to play in their sense of well-being.
Bourdieu, P. (1979). Distinction. Cambridge, MA: Harvard University Press.
Ladson-Billings, G. (1995, Fall). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32 (3), 465-491.
Mertens, S. B., Anfara, V., & Caskey, M. M. (2007). The Young Adolescent and the Middle School. Charlotte: Information Age Publishing.
Submit proposals via
by 11:59PM August 5, 2017.
Please follow the directions carefully. The Program Committee (made up of representatives from GATESOL’s Conference Team, Executive Board, and esteemed volunteers) will select proposals based on a blind review. In order to submit your proposal, you will need the following basics:
Registration for the 2017 GATESOL Conference via www.gatesol.org is REQUIRED to present and attend. We want everyone— presenters and attendees—to
Until further notice, please direct all questions and/or concerns about Registration to Katie Simon Kurumada, the Registration Chair, and carbon copy the following: Kendra M. Castelow, the 2017 Conference Chair.
Please direct questions concerning submitted, pending, and processed payments to Greg Wickersham, Treasurer.
Let's get the conversation started!
We look forward to working with you!
Kendra M. Castelow, 2017 Conference Chair
Jayoung Choi, 2017 Program Chair
Katie Simon Kurumada, 2017 Registration Chair
Greg Wickersham, 2017 Exhibitor Chair