Dr. Seilstad Publishes Chapter in Refugee Education across the Lifespan: Mapping Experiences of Language Learning
Dr. Brian Seilstad, Director of the Office of International Programs, published a chapter titled "Learning Together: How Ethnography and Discourse Analysis as Practice Influence Citizenship Classes with Nepali-Speaking Bhutanese Refugee Elders Living in Superdiverse Central Ohio" in the volume Refugee Education across the Lifespan: Mapping Experiences of Language Learning and Use edited by Dr. Doris Warriner of Arizona State University. This volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of learners’ experiences who are from a refugee background.
Dr. Seilstad's chapter draws on empirical data from a year-long study of citizenship classes to demonstrate how ethnography and classroom discourse analysis are particularly useful approaches to educational linguistics to document micro-level social activities, analyze their structures, and then draw connections to meso or macro-levels. In addition, the chapter argues that culturally responsive pedagogies and translanguaging, while critical to valuing the languages and cultures of learners and essential for working with refugee communities, are insufficient if conceived of only as a narrow range of classroom practices. Thus, the chapter demonstrates the exponential power these pedagogies take on when paired with a broader ethnographic project designed to openly explore the histories, lives, languages, and cultures present within a certain group of people.
More details about the article can be found at: https://link.springer.com/chapter/10.1007/978-3-030-79470-5_19