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Indigenous Languages Teaching Practices and Migration Data

DATE   26 Oct   Register Now
TIME  2:30 pm EDT (convert to local time
PRICING TESOL member  US$0.00
  TESOL nonmember  US$0.00
 
PANELISTS Dr. Elizabeth Torrico-Ávila, Instituto de Investigación en Ciencias Sociales y Educación, Universidad de Atacama, Chile
  Diana Jeffries, Atira Women’s Resource Society, Flow Society for Collective Learning and Wellbeing, British Columbia Teachers of Additional Languages
  Blake Gentry (Cherokee), AmaConsuotants.org, LLC
   
ABSTRACT    

A Proposal to Teach English from the Local Indigenous Communities  Epistemology
Elizabeth Torrico-Ávila.
This presentation suggests new ways to teach English in Chile taking into account the local indigenous groups’ worldviews. To do that, the global south epistemology becomes the didactic methodology as well as the source of teaching contents.

Indigenous Peoples and Canada: Language History and Resilience
Diana Jeffries
The language we use reflects and propels societal change.  In Canada, Indigenous peoples are at the forefront of how we all use language as a tool for decolonization.  Through the use of new language, learning about Indigenous experiences in Canada, and promoting awareness of Indigenous cultural practices, English language learners can avoid falling into the deep-seated settler cultural stereotypes and colonial language usage while facilitating greater understanding and respect for Indigenous people in Canada.
‘Indigenous Peoples and Canada: Language, History, Survival and Resilience, An EAL Resource for CLB 5+’, developed by Diana Jeffries; BCTEAL, 2020

Indigenous languages migration through the Arizona Border to the US diaspora
Blake Gentry
In this webinar, we will review languages in migration data and maps of Indigenous languages in their diasporas in the United States. It will highlight 10 languages and look specifically at five geographical clusters. The data is from Alitas Migrant Shelter in Tucson, Arizona, which received families in 2017-2019 when the data was recorded.  

PANELIST BIOGRAPHIES

Elizabeth Torrico-Ávila obtained her PhD degree at the University of Southampton, UK. She holds a Master in Linguistics from the University of Leeds, Uk and a Master in Translation Studies from the University of Birmingham, Uk. She is interested in language policy and language and power in the Latin American context. She is currently researching the promotion of English in Chile, the struggle to revitalise the Ckunza language and the commodification of language in a neoliberal context.

Diana Jeffries works in the education and the community service sector in various capacities. Through art-based learning, story-telling, and trauma-informed approaches, she is committed to providing quality education and meaningful community engagement to support the needs and highlight the resilience of those she serves: immigrants and refugees, women, children and youth. Diana has worked with a number of community and service providers throughout British Columbia and across Canada.  She has written several resources on approaches to differentiated learning, trauma informed teaching practices, health and wellbeing, decolonization, and has presented at several conferences and universities across Canada.

Blake Gentry (Cherokee) conducts research on Indigenous autonomy and languages in migration, while advocating for Indigneous rights to identity and language in the US - Mexico border region. He directs the Indigenous Languages Office which provides interpretation services for 17 Indigenous languages in a migrant shelter. His published research focuses on human rights violations in the US Mexico border area, language law, policy, and language migration. Applied research supported the class action suit,  ACLU, et al vs. Jeh Johnson, which successfully changed conditions for immigrants in Border Patrol facilities in Arizona. His advocacy has supported media reports and gained the approval of a resolution for indigenous migrant language rights by the Cherokee Nation. He recently published a manual of human anatomy in 17 Indigenous languages. He has provided training on interpretation protocols for unaccompanied Indigenous minors to the American Bar Association’s Immigrant Children’s Section (Houston),  Children in Need of Defense (San Fran., CA office), Americans for Immigrant Justice (Dade Co., FL), and currently for the Vera Institute of Justice. Blake is a member of the Universidad de Guanajuato’s and UNESCO’s Patrimonio Estético y Pueblos Indígenas, and adjunct faculty with Mexican American Studies Department, University of Arizona.


NOTES
A certificate of attendance will not be issued for this webinar. Upon registration a confirmation will be emailed to show participation. 

The webinar will be recorded and available to watch on this page and TESOL's YouTube channel within 5 business (weekdays) days of the live event.