Teachers Act Up!

Thoughts on Teaching, Language, and Social Change from Melisa "Misha" Cahnmann-Taylor

Other: Talks, Upcoming Presentations, Etc.

 February 7-8, 2015,TWO presentations at the JOLLE (Journal of language and literacy education) conference at the Georgia Center, Athens, GA
1. Opening Invited Speaker on Embodied Language and Literacy Education: Teachers Act Up!
2. Imperfect Tense: Using Poetry To Understand What It Means To Be “Fluent” In A Second Language presented
Thursday December 4, 2014 11-12:45pm Marriot Wardman Park Hotel, Washington DC (Harding Room)
I’d like to Have the “-Abas” and “-Ibas”—the Imperfect Is so Good for Telling Stories: Second Language Acquisition in Mexico

Melisa (Misha) S Cahnmann-Taylor (University of Georgia) and LaTasha E. Hutcherson Price (University of Georgia)
Friday December 5, 2014 7:30-9am Marriot Wardman Park Hotel, Washington DC

Poetry in the L2: Crafting words together with students”

Dr. Melisa (Misha) Cahnmann-Taylor, UGA

Georgia TESOL Conference

October 23, 2014


10:15 AM-12:00 PM

Buckingham Room at the Chicago Downtown Hilton

Thursday, November 21, 2013

Organizer: Melisa (Misha) S Cahnmann-Taylor

Chair: Sally Campbell Galman

Other Participants: Margaret Diane LeCompte, Sally Campbell

Galman, Greg McClure, Susan Bleyle, Yohan Hwang, Melisa

(Misha) S Cahnmann-Taylor, Frederick D Erickson

And Thursday EVENING 11/21  Ferguson Auditorium 33 East Congress, 730pm–
Going Public with Literary Ethnography in the Windy City
Public · Organized by Melisa Cahnmann-Taylor
September 28 9:30-:3:30pm, Selby Auditorium at the University of South Florida (Sarasota-Manatee) College of Education.  Invited speaker for the Partnerships for Arts-Integrated Teaching. Free registration: usfsm.edu/coeregister (space is limited)
October 26-27  2012 Melisa Cahnmann-Taylor will be a featured speaker at the GA TESOL conference
December 7 2012 Spanish for Non-Spanish Speakers Workshop: Part I
December 10, 2012 Spanish for Non-Spanish Speakers Workshop: Part II (Children’s literature)

Thursday, March 29th 2012: Lecture & Reception

Professor Stephen Krashen

“The Power of Reading”

Thursday, March 29, 2012
Georgia Museum of Art

Reception to follow


Friday, March 30th, 2012: Talk and Workshop

Professor Stephen Krashen

“The Common Core State Standards and National Tests:
We are Backing the Wrong Horse”

Friday, March 30th

Aderhold Hall


Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach to foreign language teaching. He has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He holds a PhD in Linguistics from UCLA, was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. He is the author of The Power of Reading (Heinemann, 2004, second edition). His recent papers can be found at http://www.sdkrashen.com.

April 27  2012–Spanish for Non-Spanish Speakers: What Every Georgia Educator Should Know–Workshop for Teachers directed by Cahnmann-Taylor
ONGOING EVENTSSpanish Language Learning Opportunities:Weekly Mesa de Conversación at LACSI The Mesa is a free and relaxed conversation hour open to all members of the community interested improving their Spanish conversation ability! The classes are offered year round, including summer! Aprende Español!
• Beginning Spanish conversation begins at 12:00 PM
• Intermediate at 1 PM
• Advanced at 2 PM
The address is 290 South Hull Street, Athens, GA 30602. Known as La Casa Amarilla, LACSI is a yellow house on South Hull Street, just down from the downtown Holiday Inn.

3/28-3/31 The great Stephen Krashen will soon have been our guest speaker in a variety of venues at the College of Education including part of Cahnmann-Taylor’s course on Bilingualism and Bilingual Education, Thursday morning March 29 at JJ Harris 9:30-12:30!

1/24   “Introduction to Elementary World Language: Three Models – Which is right for your school”
This short webinar (no more than 30 minutes) will be held on:
Tuesday, January 24th at 9:30 a.m.
(You may log in up to 30 minutes prior to the session)
Link: http://elluminate.gavirtualschool.org:80/doe/join_meeting.html?meetingId=1258877816832

Friday December 2, 2011 Spanish for Non-Spanish Speakers: What Every Georgia Educator Should Know– was a big success! We are planning a round for spring!
Sunday October 23: Athens Half Marathon!!! (7am!)
Wednesday, November 16, 2011: 18:00-19:45  Montreal Canada

Organizers:  Melisa (Misha) S Cahnmann Taylor ()

Chairs:  Melisa (Misha) S Cahnmann Taylor (University of Georgia)
“Como SE Dice?”:Children’s Multilingual Practices IN A LANGUAGE Immersion SCHOOL

Angela Billur Layton (University of Missouri-St. Louis) and Lisa Dorner (University of Missouri-St. Louis)
multilingual exercise/dialogue

multilingual discussion

Session Abstract: Situated within communities in the “Old” and “New” Latino Diaspora, these papers consider expanding notions of “latinidad” (Cisneros & Santos, 2011) and how the Spanish language intersects with other social identities having to do with race, education, birthright, proficiency, and experiences of social and linguistic exile in virtual and actual worlds. Focused on the ways structural power affects what people say, how, and to what end (Bourdieu, 1977; Foucault, 1986; Freire, 1990), each panelist will consider the possibilities for emerging bilingual identity within contexts that maintain and/or disrupt the hegemony of English and monolingualism. The first presentation uses an ethnographic case study approach to examine how first grade students in a Spanish immersion classroom use language. Discourse analysis revealed how children’s language use was mediated by particular activities, as well as by the various linguistic, cognitive, and material scaffolds provided by both instructors and peers. The discussion considers what these findings means for fostering language development in immersion programs. The second paper draws from a larger ethnographic study documenting immigrant parents’ socialization into digital literacies in a community center located in a metropolitan area in the state of Arizona. In this site, computer courses were available in Spanish, and mothers often brought their children to class with them. Data sources include focus groups and audio-recording of classroom interactions of three immigrant mothers, and individual interviews and screen-capturing of online activity of mothers and their children. Findings describe the differences in understandings of digital spaces as zones of possibility for language maintenance by mothers and children, as these understandings were shaped by English-dominant language practices in students’ classrooms, and parents’ efforts to maintain Spanish in household interactions. The third paper draws upon two years of research within the elementary school and homes of Mexican-origin children, providing a nuanced account of “on the ground” language policy implementation for young English learners and their native English-speaking peers. Findings suggest that regardless of official language policy, classrooms of the New Latino Diaspora are sites where new language practices are developing, problematizing dominant notions of language separation, language learning and bilingualism. The fourth presenter asks “In a two-way dual language program that is structured to admit half ‘English-speaking’ and half ‘Spanish-speaking’ children, who is positioned as ‘bilingual’?” Data from an ethnography and discourse analysis of a 50/50 two-way dual language program in its first year of implementation is used to explore ways that children are ascribed different cultural and linguistic identities and positioned as participants in different figured worlds within the classroom. Presentation will include reflections from teacher participants serving as members of the research team. The final paper draws from an ethnographic study documenting the emergence of majority-minority bilingual programming in an elementary school in Northeast Georgia, one of only four in the state to offer significant Spanish literacy instruction. Data sources include video recordings of classroom interactions and interviews with parents and teachers. Findings describe how stakeholders’ emerging bilingual identities interact with other social identities such as race, class, proficiency, and citizenship.

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