After reading this piece on the NPR website, as well as the research article it reports on, I felt I had to write to the ombudsman. The text of my letter follows.
In the story “Mexican-American Toddlers: Understanding the Achievement Gap” on last week’s All Things Considered, I was disappointed not to hear a response to Bruce Fuller from an expert on bilingual and multicultural education. Including this perspective would have highlighted two significant problems with the piece: first, that Dr. Fuller’s research is framed in a highly anglocentric way, and second, that some of the claims he made on the radio are not supported by his research. Read more ›
Lately I’ve been enjoying The New Inquiry’s Sunday Reading feature, which is meta-curated by Aaron Bady. In fact, one of my own articles was featured one time, which totally made my day.
The idea struck me recently that I should try to do my own, so I can keep track of what I’ve been interested in, and so that my readers can see what I’m interested in that isn’t (or is only tangentially) related to linguistics. So, without further preamble, here we go:
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“So, what are you going to do
with that excitable speech?”
The hidden life
Of girls talking science
Tagged with: fun
Posted in Uncategorized
In my last post, I wrote about ways of explaining what I do in such a way that teachers will see a purpose to it. The way I framed it was more or less like so: I do my work, and I involve teachers in it as much as I can, and then I try to convince teachers that what I’ve learned through my research is useful to them as well.
Reading about the alt-ac and post-ac movements, though, I’m coming to think that’s not the best way. “My research” isn’t something I’ve done — it’s whatever I’m doing now, and something I’m continually redefining as I progress with it. So why not start by talking to teachers and looking for what might be useful?
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