. "Appendix A: Workshop Agenda." Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary. Washington, DC: The National Academies Press, 2010.
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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
Appendix A
Workshop Agenda
Workshop on the Role of Language in School Learning:Implications for Closing the Achievement Gap
October 15-16, 2009
AGENDA
Location:
The William and Flora Hewlett Foundation
Mariposa Lily Room
2121 Sand Hill Road
Menlo Park, CA
Goals: To explore the state of knowledge about aspects of language development that are critical to learning in K-12 classrooms and that may contribute to observed achievement disparities; to explore the state of knowledge on approaches to instruction that help students develop language for academic achievement; and to identify priorities for research and dissemination given the current state of knowledge.
Guiding Questions
What aspects of language development are critical for academic learning in K-12 classrooms? Why do these developments matter both in the early years of formal schooling (K-3) and for master-
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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
Appendix A
Workshop Agenda
Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap
October 15-16, 2009
AGENDA
Location:
The William and Flora Hewlett Foundation
Mariposa Lily Room
2121 Sand Hill Road
Menlo Park, CA
Goals: To explore the state of knowledge about aspects of language development that are critical to learning in K-12 classrooms and that may contribute to observed achievement disparities; to explore the state of knowledge on approaches to instruction that help students develop language for academic achievement; and to identify priorities for research and dissemination given the current state of knowledge.
Guiding Questions
What aspects of language development are critical for academic learning in K-12 classrooms? Why do these developments matter both in the early years of formal schooling (K-3) and for master-
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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
ing specialized language- and literacy-intensive subject matter in the later elementary grades and beyond?
What individual differences in language experiences and abilities do students bring to K-12 education? Do these differences help to explain observed disparities in school achievement?
What do research findings suggest about how to intervene in pre-K and K-12 classrooms to develop aspects of language needed for school achievement? What is known about how to measure progress?
What are the most urgent priorities for research, from basic and translational science to dissemination research? In particular, what still needs to be understood about: (1) aspects of language needed for learning academic subjects, (2) effects of language differences on achievement gaps, and (3) instructional approaches or other interventions that develop essential language capacities for academic learning K-12 classrooms?
THURSDAY, OCTOBER 15, 2009
8:00–8:30
Welcoming Remarks
Kenji Hakuta (Committee Chair), Stanford University
Barbara Chow, Education Program Director, William and Flora Hewlett Foundation
8:30–10:30
Panel 1: Vocabulary and Academic Language
Moderator: Claude Goldenberg (Committee Member), Stanford University
Presenters:
Erika Hoff, Florida Atlantic University
Mary Schleppegrell, University of Michigan
Commissioned Papers:
Erika Hoff, Do Vocabulary Differences Explain Achievement Gaps and Can Vocabulary-Targeted Interventions Close Them?
Mary Schleppegrell, Language in Academic Subject Areas and Classroom Instruction: What Is Academic Language and How Can We Teach It?
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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
Respondents:
Nonie Lesaux, Harvard University Aída Walqui, WestEd
Open Discussion
10:30–10:45
Break
10:45–12:45
Panel 2: Preschool Language Experiences and Interventions: Linkages to K-3 Learning and Achievement
Moderator: Lynne Vernon-Feagans (Committee Member), University of North Carolina, Chapel Hill
Presenters:
David Dickinson, Vanderbilt University
Carol Scheffner Hammer, Temple University
Commissioned Papers:
David Dickinson and Jill Freiberg, Environmental Factors Affecting Language Acquisition from Birth to Five: Implications for Literacy Development and Intervention
Carol Hammer, Dual-Language Learners’ Early Language Development and Academic Outcomes
Respondents:
Jill de Villiers, Smith College
Roberta Golinkoff, University of Delaware
Kathy Hirsh-Pasek, Temple University
Mariela Páez, Boston College
Open Discussion
12:45–1:30
Lunch and discussion on Panel 1 and 2 presentations
1:30–3:50
Panel 3: Explicit Instruction, Language Transfer, and Relations Between Oral Language and Literacy
Moderator: Fred Genesee (Committee Member), McGill University
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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
Presenters:
Robert Bayley, University of California, Davis
Aydin Durgunoğlu, University of Minnesota, Duluth
John Rickford, Stanford University
Commissioned Papers:
Robert Bayley, Explicit Formal Instruction in Oral Language: English-Language Learners
John Rickford and Walter Wolfram, Explicit Formal Instruction in Oral Language as a Second Dialect
Aydin Durgunoğlu, Effects of First Language Oral Proficiency on Second-Language (reading) Comprehension
Respondents:
Susanna Dutro, E.L. Achieve
Guadalupe Valdés, Stanford University
Open Discussion
3:50–4:00
Break
4:00–5:00
Discussion of Themes from the Day’s Presentations
Moderator: Kenji Hakuta (Committee Chair), Stanford University
Open Discussion
5:00
Adjourn
FRIDAY, OCTOBER 16, 2009
9:00–11:00
Panel 4: Language Deficits and Differences: Past and Future
Moderator: Jill de Villiers (Committee Member), Smith College
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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
Presenters:
William Labov (Committee Member), University of Pennsylvania
Guadelupe Valdés, Stanford University
Commissioned Papers:
William Labov and Anne Charity Hudley, Symbolic and Structural Effects of Dialects and Immigrant Minority Languages in Explaining Achievement Gaps
Guadelupe Valdés, Jeff MacSwan, and Laura Alvarez, Deficits and Differences: Perspectives on Language and Education
Respondents:
Robert Bayley, University of California, Davis
Lisa Green, University of Massachusetts, Amherst
Otto Santa Ana, University of California, Los Angeles
Open Discussion
11:00–11:15
Break
11:15–12:15
Discussion of Papers in Light of Emergent Themes and Guiding Questions
Moderator: Kenji Hakuta (Committee Chair), Stanford University
Committee Member Respondents:
Jill de Villiers, Smith College
Claude Goldenberg, Stanford University
William Labov, University of Pennsylvania
Open Discussion
12:15–1:15
Lunch and continued discussion of the papers
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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
1:15–2:45
Practical Steps to Advance Research and Dissemination
Guiding Questions
What research is needed to determine the role that particular language capacities play in academic learning, especially for certain subgroups that experience lower academic achievement?
What instructional approaches or principles emerge from the research for supporting the development of language needed for academic achievement; which of these are ready to move into practice? What translational research is still needed to meet the needs of today’s students and classrooms?
What syntheses could be undertaken to inform practice or a research agenda, including topics not covered in this workshop?
What entities might play a role in these research funding, synthesis, and dissemination efforts?
Moderator: Kenji Hakuta (Committee Chair), Stanford University
Committee Member Respondents:
Donna Christian, Center for Applied Linguistics
Fred Genesee, McGill University
Lynne Vernon-Feagans, University of North Carolina, Chapel Hill
Open Discussion
2:45–3:00
Summation and Closing Remarks
Kenji Hakuta (Committee Chair), Stanford University
3:00
Adjourn
