Using “where I'm from” poems to welcome international<scp>ESL</scp>students into U.S. academic culture

Ivanova, Rossitza

doi:10.1002/tesj.399

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…At the elementary level, exercising agency centers around students celebrating the identities held by themselves and others, and beginning to conceptualize injustice and ways to make changes (Picower, 2012). Elementary student agency may be demonstrated through community service projects such as letter writing campaigns or petitioning (Picower, 2012), collaborative storytelling and folktales such as “Where I’m from” poems as a tool for social imagination (Hajisoteriou et al, 2021; Ivanova, 2019), and art projects like visible and invisible identity self-portraits (Picower, 2012). Developmentally, middle school students are becoming more aware of systems and inequities around them and actively engage in related discussions and actions (Lemberger-Truelove & Bowers, 2019).…”

Section: The Student Change Agent Model Ase and Ebscmentioning

confidence: 99%

Student Change Agent Model: How School Counselors Can Operationalize the Advocating Student-Within-Environment Framework to Promote Student Empowerment

Leopold,

Hargrove,

Marrone

et al. 2024

Professional School Counseling

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Feelings of empowerment among students are crucial prerequisites to their participation in change agency in both educational and non-educational settings. Educators notice a compelling correlation between student empowerment and academic achievement and other positive outcomes in K–12 educational environments. School counselors are optimally positioned to influence positive changes in power dynamics and student outcomes by creating space for students, especially those who have been historically marginalized, to become change agents within their environments. The Student Change Agent Model operationalized through the Advocating Student-within-Environment theoretical framework and delivered through the evidence-based school counseling approach is one proposed way for school counselors to achieve and evaluate the extent of their impacts on student empowerment.

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Section: The Student Change Agent Model Ase and Ebscmentioning

confidence: 99%

Student Change Agent Model: How School Counselors Can Operationalize the Advocating Student-Within-Environment Framework to Promote Student Empowerment

Leopold,

Hargrove,

Marrone

et al. 2024

Professional School Counseling

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“…Broadly, these activities invited students to use spoken word to voice their perspectives not only to be heard by others but also to support their own process of negotiating the changing realities involved in resettlement and social and educational integration. Originating from Georgia Ella Lyon’s poetry workbook for teachers and students, we selected dual‐language I Am From poems (Ada et al, 2004; Ivanova, 2019) authored by the students as a starting point, viewing the poems as identity texts in which students’ identifications and affiliations were reflected in a positive light (Cummins & Early, 2011; Pahl & Rowsell, 2019). We viewed these written texts as a scaffold to students’ performances, allowing us to spend most of our time on embodied activities.…”

Section: Spoken Word Poetry Workhop Pedagogymentioning

confidence: 99%

Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds

Burton¹,

Viegen²

2021

J Adolescent & Adult Lit

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This article reports insights from a spoken word poetry workshop conducted with youth from refugee backgrounds and their teachers at a large suburban secondary school. The broad aim of engaging spoken word poetry in the educational context was to encourage and listen to student voice and creative self‐expression, and to explore opportunities within the class to speak to sociopolitical issues and injustices relevant to students’ lives and experiences. The article illustrates how the workshop created situated, embodied teaching and learning activities to familiarize students with the spoken word genre and invite students to imagine spoken word as part of their expanding repertoire. These experiences engaged with students’ linguistic, cultural, and other semiotic resources, valorizing translanguaging as a critical practice for youth in the process of resettlement and teachers supporting their social and educational integration. The article concludes with implications for teachers interested in incorporating spoken word in the classroom.

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“…

Teaching English as Foreign Language is not only about teaching vocabulary and language structure to make students understand English sentences (Alqahtani, 2020;Ivanova, 2019;Khoirunnisa et al, 2018). It is about developing students' language skills to enable them to use English naturally.

…”

mentioning

confidence: 99%

Students' perception on the use of poetry for teaching speaking

Suwastini¹,

Dewi²

2023

Electronic. J. Edu. Soc. Econ. Tech.

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Poetry is rich in terms of its selectively chosen dictions that have to be read aloud to be enjoyed. This descriptive qualitative study investigated fourth-semester students' perception on the use of poetry to teach speaking. Students' perceptions were collected through an archives study comprising 75 students' essay projects about using poetry to teach speaking. The result indicated that 75 students perceived poetry is effective in developing six aspects of students' speaking skills, namely vocabulary, pronunciation, grammar, comprehension, confidence, and fluency. 41 (54.66%) students perceived that teaching speaking through poetry enriches students' vocabulary by representing unique words. 16 (21.33%) students perceived that using poetry to teach speaking practices students' pronunciation through poetry reading strategy. In terms of grammar mastery, 8 (10.66%) students believed that poetry was able to familiarize students with sentence structure. Four (5.33%) students perceived that through poetry analysis, students must comprehend and share their interpretation of the content and context used in the poems. There were 4 (5.33%) students perceived that poetry helps students be more confident in communication. Two (2.66%) students perceived that fluency in speaking could be trained using poetry by exposing students to the rhythm, making their intonation improved.

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Using “where I'm from” poems to welcome internationalESLstudents into U.S. academic culture

Cited by 4 publications

References 15 publications

Student Change Agent Model: How School Counselors Can Operationalize the Advocating Student-Within-Environment Framework to Promote Student Empowerment

Student Change Agent Model: How School Counselors Can Operationalize the Advocating Student-Within-Environment Framework to Promote Student Empowerment

Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds

Students' perception on the use of poetry for teaching speaking

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