B. Gloria Johannessen - Academia.edu (original) (raw)
Papers by B. Gloria Johannessen
This paper was presented in a plenary session of the 2010 International Conference on Teacher Edu... more This paper was presented in a plenary session of the 2010 International Conference on Teacher Education (ICTED). It argues that language is central to an individual's and community's identity, dignity, and creativity and presents a vision of education in which nurturing and maintenance of mother languages is front and center. This vision involves the heart (students), mind (educators), and soul (community) of a multilingual society-elements that are fundamental in the preservation of its linguistic and cultural identities. This means educating all students to live in a multilingual and multiethnic global city, that colleges and universities bring the mother languages present in their communities to their classrooms, and that community members are fully engaged in the creation of a peaceful and vibrant community that recognizes and celebrates its linguistic and cultural richness.
International Journal of Bilingual Education and Bilingualism, 2019
In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the pol... more In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the politics and policies underwriting the implementation of the teaching and learning of English as a Foreign Language (EFL) in public primary schools, and its current status, achievements and limitations. Based on analysis of data from multiple studies and opinions from experts in the field, the authors argue that although some progress has been made in the teaching and learning of EFL in Mexican public primary schools, many key promises remain unfulfilled. For them, changes have been implemented in a simplistic, mostly hasty fashion, as a consequence of political or economic reasons and decided by a few. Instead, the authors propose that EFL in Mexican public schools should be understood and addressed as a complex process of change that requires both, the participation of all, and efforts in several levels or dimensions, such as the political, the academic, and the individual ones. The authors also evidence the need for an integral National Language Policy that aims at promoting a multilingual, multiliterate and intercultural language education in the country, and a Foreign Languages Policy that expands this aim to a world level. Attention is given to Mexican historical issues related to equity and social justice, inclusion and diversity, and respect to language and cultural heritage.
International Journal of Bilingual Education and Bilingualism, 2019
In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the pol... more In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the politics and policies underwriting the implementation of the teaching and learning of English as a Foreign Language (EFL) in public primary schools, and its current status, achievements and limitations. Based on analysis of data from multiple studies and opinions from experts in the field, the authors argue that although some progress has been made in the teaching and learning of EFL in Mexican public primary schools, many key promises remain unfulfilled. For them, changes have been implemented in a simplistic, mostly hasty fashion, as a consequence of political or economic reasons and decided by a few. Instead, the authors propose that EFL in Mexican public schools should be understood and addressed as a complex process of change that requires both, the participation of all, and efforts in several levels or dimensions, such as the political, the academic, and the individual ones. The authors also evidence the need for an integral National Language Policy that aims at promoting a multilingual, multiliterate and intercultural language education in the country, and a Foreign Languages Policy that expands this aim to a world level. Attention is given to Mexican historical issues related to equity and social justice, inclusion and diversity, and respect to language and cultural heritage.
Bilingual Research Journal, 2002
Abstract In this paper, the authors outline steps for the development of academic language profic... more Abstract In this paper, the authors outline steps for the development of academic language proficiency tests, assessment instruments used to determine whether teacher candidates' language abilities are adequate to enable them to conduct instruction in Spanish-English ...
Education and Society, 1999
Educational Practice and Theory, 2008
... We envision social justice as “simple gestures of humanity” unconditionally given (Johannesse... more ... We envision social justice as “simple gestures of humanity” unconditionally given (Johannessen G. and Unterreiner A., 2008, Social justice pedagogy ... willing to engage and become activists in the movement for social transformation (Oakes and Lipton, 2007; Rubin, 2002; Sarros ...
Education and Society, 2010
Curriculum and Teaching, 2010
ABSTRACT
Globalization, Education and Social Justice, 2009
Social justice is a distinct national agenda in teacher education reform. In the report of the AE... more Social justice is a distinct national agenda in teacher education reform. In the report of the AERA Panel on Research and Teacher Education, panel members Cochran-Smith and Fries (2005) conceptualize social justice educators to be professional educators as well as ...
Education and Society, 2012
ABSTRACT The researchers discuss the impact of globalisation on education and its impact on facul... more ABSTRACT The researchers discuss the impact of globalisation on education and its impact on faculty at Institutions of Higher Education, particularly on new faculty. The article examines the type and quality of faculty mentorships for new faculty currently implemented in institutions of higher education. A mixed-method research design served to investigate mentoring practices and faculty experiences in formal and informal mentoring in the United States and abroad. A survey was used to gather information on faculties’ perceptions on the effectiveness of formal and informal mentoring in their own institutions and across institutions. The respondents had the opportunity to provide comments and to narrate their own mentoring experiences. Statistical analyses corroborated current findings from the National Center for Education Statistics (NCES), 2010, which showed the continued marginalisation of women and minorities. Recommendations are given for the enrichment of IHEs’ faculty mentorship programs that may meet the demand of the global society of the 21st. century and for equitable opportunities for new faculty, with particular attention to women and minorities.
Mentoring & Tutoring: Partnership in Learning, 2014
ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational netw... more ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia.
Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society, 2019
This chapter was inspired by our work with Miskito, Sumo-Mayangna, and Creole-English populations... more This chapter was inspired by our work with Miskito, Sumo-Mayangna, and Creole-English populations in Nicaragua and by our deep understanding of the complex Latin American historical backdrop and current global challenges to the education of indigenous and other minority populations. Our discussion centers on sociolinguistic, economic, and educational conditions of Miskito and Sumo-Mayangna, predominant languages in the North Caribbean Autonomous Region of Nicaragua (RACN) and English-Creole in the South Caribbean Autonomous Region (RACS). We describe the Nicaragua Basic Education Project/BASE II, (1998–2005), a project funded by the United States Agency for International Development (USAID) with the goal of launching and supporting bilingual intercultural education in these regions. Grounded on this goal, the project established and supported a national replication network of 170 Bilingual Model Schools, of which 28 were Miskito and Sumo-Mayangna bilingual schools located in the RAC...
Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society, 2019
In this chapter, the authors describe two case studies of bilingual teacher preparation programs ... more In this chapter, the authors describe two case studies of bilingual teacher preparation programs in United States (US) public universities. The cases were purposefully selected from phone interviews of program directors conducted during a content analysis study of website materials and faculty job postings (Johannessen, Thorsos, & Dickinson, 2016). Both cases come from areas where bilingual teachers are in short supply. One of the cases illustrates challenges of a small struggling program lacking institutional support program. The other illustrates a thriving program in an institution that embraces bilingualism. The contrast provides insights into the diversity of support for and inclusion of bilingual education programs in the US. Our findings suggest the need for further research on the implementation of bilingual teacher education for Spanish-Speaking students, and by extension of other LM groups.
Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society
Education and Society, 2016
Global Co-Mentoring Networks in Higher Education, 2016
Education Quarterly, Jun 26, 2012
Global Co-Mentoring Networks in Higher Education, 2016
This paper was presented in a plenary session of the 2010 International Conference on Teacher Edu... more This paper was presented in a plenary session of the 2010 International Conference on Teacher Education (ICTED). It argues that language is central to an individual's and community's identity, dignity, and creativity and presents a vision of education in which nurturing and maintenance of mother languages is front and center. This vision involves the heart (students), mind (educators), and soul (community) of a multilingual society-elements that are fundamental in the preservation of its linguistic and cultural identities. This means educating all students to live in a multilingual and multiethnic global city, that colleges and universities bring the mother languages present in their communities to their classrooms, and that community members are fully engaged in the creation of a peaceful and vibrant community that recognizes and celebrates its linguistic and cultural richness.
International Journal of Bilingual Education and Bilingualism, 2019
In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the pol... more In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the politics and policies underwriting the implementation of the teaching and learning of English as a Foreign Language (EFL) in public primary schools, and its current status, achievements and limitations. Based on analysis of data from multiple studies and opinions from experts in the field, the authors argue that although some progress has been made in the teaching and learning of EFL in Mexican public primary schools, many key promises remain unfulfilled. For them, changes have been implemented in a simplistic, mostly hasty fashion, as a consequence of political or economic reasons and decided by a few. Instead, the authors propose that EFL in Mexican public schools should be understood and addressed as a complex process of change that requires both, the participation of all, and efforts in several levels or dimensions, such as the political, the academic, and the individual ones. The authors also evidence the need for an integral National Language Policy that aims at promoting a multilingual, multiliterate and intercultural language education in the country, and a Foreign Languages Policy that expands this aim to a world level. Attention is given to Mexican historical issues related to equity and social justice, inclusion and diversity, and respect to language and cultural heritage.
International Journal of Bilingual Education and Bilingualism, 2019
In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the pol... more In this chapter, the authors offer a historical account of Bilingual Education in Mexico, the politics and policies underwriting the implementation of the teaching and learning of English as a Foreign Language (EFL) in public primary schools, and its current status, achievements and limitations. Based on analysis of data from multiple studies and opinions from experts in the field, the authors argue that although some progress has been made in the teaching and learning of EFL in Mexican public primary schools, many key promises remain unfulfilled. For them, changes have been implemented in a simplistic, mostly hasty fashion, as a consequence of political or economic reasons and decided by a few. Instead, the authors propose that EFL in Mexican public schools should be understood and addressed as a complex process of change that requires both, the participation of all, and efforts in several levels or dimensions, such as the political, the academic, and the individual ones. The authors also evidence the need for an integral National Language Policy that aims at promoting a multilingual, multiliterate and intercultural language education in the country, and a Foreign Languages Policy that expands this aim to a world level. Attention is given to Mexican historical issues related to equity and social justice, inclusion and diversity, and respect to language and cultural heritage.
Bilingual Research Journal, 2002
Abstract In this paper, the authors outline steps for the development of academic language profic... more Abstract In this paper, the authors outline steps for the development of academic language proficiency tests, assessment instruments used to determine whether teacher candidates' language abilities are adequate to enable them to conduct instruction in Spanish-English ...
Education and Society, 1999
Educational Practice and Theory, 2008
... We envision social justice as “simple gestures of humanity” unconditionally given (Johannesse... more ... We envision social justice as “simple gestures of humanity” unconditionally given (Johannessen G. and Unterreiner A., 2008, Social justice pedagogy ... willing to engage and become activists in the movement for social transformation (Oakes and Lipton, 2007; Rubin, 2002; Sarros ...
Education and Society, 2010
Curriculum and Teaching, 2010
ABSTRACT
Globalization, Education and Social Justice, 2009
Social justice is a distinct national agenda in teacher education reform. In the report of the AE... more Social justice is a distinct national agenda in teacher education reform. In the report of the AERA Panel on Research and Teacher Education, panel members Cochran-Smith and Fries (2005) conceptualize social justice educators to be professional educators as well as ...
Education and Society, 2012
ABSTRACT The researchers discuss the impact of globalisation on education and its impact on facul... more ABSTRACT The researchers discuss the impact of globalisation on education and its impact on faculty at Institutions of Higher Education, particularly on new faculty. The article examines the type and quality of faculty mentorships for new faculty currently implemented in institutions of higher education. A mixed-method research design served to investigate mentoring practices and faculty experiences in formal and informal mentoring in the United States and abroad. A survey was used to gather information on faculties’ perceptions on the effectiveness of formal and informal mentoring in their own institutions and across institutions. The respondents had the opportunity to provide comments and to narrate their own mentoring experiences. Statistical analyses corroborated current findings from the National Center for Education Statistics (NCES), 2010, which showed the continued marginalisation of women and minorities. Recommendations are given for the enrichment of IHEs’ faculty mentorship programs that may meet the demand of the global society of the 21st. century and for equitable opportunities for new faculty, with particular attention to women and minorities.
Mentoring & Tutoring: Partnership in Learning, 2014
ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational netw... more ABSTRACT In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia.
Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society, 2019
This chapter was inspired by our work with Miskito, Sumo-Mayangna, and Creole-English populations... more This chapter was inspired by our work with Miskito, Sumo-Mayangna, and Creole-English populations in Nicaragua and by our deep understanding of the complex Latin American historical backdrop and current global challenges to the education of indigenous and other minority populations. Our discussion centers on sociolinguistic, economic, and educational conditions of Miskito and Sumo-Mayangna, predominant languages in the North Caribbean Autonomous Region of Nicaragua (RACN) and English-Creole in the South Caribbean Autonomous Region (RACS). We describe the Nicaragua Basic Education Project/BASE II, (1998–2005), a project funded by the United States Agency for International Development (USAID) with the goal of launching and supporting bilingual intercultural education in these regions. Grounded on this goal, the project established and supported a national replication network of 170 Bilingual Model Schools, of which 28 were Miskito and Sumo-Mayangna bilingual schools located in the RAC...
Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society, 2019
In this chapter, the authors describe two case studies of bilingual teacher preparation programs ... more In this chapter, the authors describe two case studies of bilingual teacher preparation programs in United States (US) public universities. The cases were purposefully selected from phone interviews of program directors conducted during a content analysis study of website materials and faculty job postings (Johannessen, Thorsos, & Dickinson, 2016). Both cases come from areas where bilingual teachers are in short supply. One of the cases illustrates challenges of a small struggling program lacking institutional support program. The other illustrates a thriving program in an institution that embraces bilingualism. The contrast provides insights into the diversity of support for and inclusion of bilingual education programs in the US. Our findings suggest the need for further research on the implementation of bilingual teacher education for Spanish-Speaking students, and by extension of other LM groups.
Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society
Education and Society, 2016
Global Co-Mentoring Networks in Higher Education, 2016
Education Quarterly, Jun 26, 2012
Global Co-Mentoring Networks in Higher Education, 2016