Psychology & Education
Brenda Valdes, brenda.valdes@my.utsa.edu
The University of Texas at San Antonio, with Dr. Jorge Solis
Psychology
Translanguaging in the classroom: Unveiling the power of multilingualism
Using a sociocultural lens, this paper examines the practice and use of second languages in pedagogy. Due to the increasing diversity in the world, we will look at multilingual learning education, more specifically translanguaging behaviors in pedagogy. Literature suggests that translanguaging is not just beneficial, but also fundamental for rich learning outcomes. As well as the sustainability of cultural identity. Although Dual Language (DL) has shown good results, English Learners (EL) are the less likely to graduate college and receive unequal instruction in areas of study in Science, Technology, Engineering and Mathematics (STEM). Literature propose that educators should not make the focus on language as a deficit but build on their funds of knowledge to make multilingual education an asset for learning and creativity. During this investigation, we observed video recordings of Texas students in dual classroom settings, Bilingual Teacher Candidates (BTC), and mentor Teachers. We also look at how the adaptation of this multilingual pedagogy, could leverage these inequalities in minority students in higher education, more specifically STEM disciplines. We observed classroom instruction and interaction between students and teachers, transcribed these videos, and analyzed the instances in which students, and teachers, engaged in translanguaging behaviors. To analyze the discourse, we applied thematic analysis to identify patterns and themes. Based on the data, we identified three main themes: student reciprocity, recall of learned concepts, and group collaboration. Hence, this paper focused on the behavior of translanguaging in a real classroom setting, investigating when and how students use translanguaging.
Daisey Dabols, daisy_dabols1@baylor.edu
Baylor University, with Dr. Kelsey Ragan
School Psychology
Do Motor Skills Matter? Using Written expression through CBM
In the United States, one in 36 children has been identified with autism. Children with autism often experience delays in communication in forms of non-verbal, verbal, and written. (CDC, 2023) Students in the education system use writing as a crucial part of their learning and understanding of the real world, which attributes to their identity as a whole. (Himmah et al, 2022) Students with ASD[GR1] are also assessed in the education system through a form of Curriculum-Based Measurement (CBM) Students with Autism Spectrum Disorder (ASD) have been shown to have lower scores in their WE-CBM. In this study, handwriting samples were coded from 10 elementary school students; 8 male and 2 female (50% White, Non-Hispanic/Latino n=5, 50% Hispanic/Latino n=5); participant ages ranged from 5-11 years old. These students were given two minutes to write from a prompt. These samples were then assessed through the Handwriting Legibility Scale (HLS) and double-coded to achieve inter-rater reliability. The purpose of this study is to identify and gain a better understanding of the potential impact of handwriting assessments of students with Autism. The question guiding this research project is, “How can these students be accurately assessed through their written expression in CBM standards if they have handwriting impairments that may hinder their results?”.
Nicholas Salas, nesalas22sp@ollusa.edu
Our Lady of the Lake, with Dr. Juarez
Education EC-6
Unfettered or Unsupervised internet access by minors and the connection to mass tragedies
The purpose of this research is to determine if there is a connection/correlation between unfettered and/or unsupervised internet access by minors (persons ages 3-18) who report viewing acts of violence, fatalities, pornography and/or acts of a sexual nature which caused them trauma, hurt, disturbance or desensitization to humanity. The research further explores whether this desensitization results in the ability to form connections and healthy relationships and which leads to isolation, feelings of depression, suicide–death by police shootout and thoughts of committing killings and mass injuries of students, teachers, typically at their home schools where they attended. The research results will inform educators, parents, and the overall community about the possible trauma and dangerous influence the internet can pose to minors and what can be done to help their mental health and prevent tragedies.
Session Location
- Foster 107
Session Date/Time
- Thursday, 1:45 - 2:45pm
Session Type
- Oral Student Presentations
- Student Presentations