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The Importance of Validating and Affirming Home Language: Key Instructional Practices
Thursday September 15, 2016 @ 3:00 pm - 4:00 pm EDT
Presented by Dr. Sharroky Hollie, Executive Director, The Center for Culturally Responsive Teaching and Learning
Sponsored by Ventris Learning
If you attended the live session, you’ll be emailed a CE certificate within 24 hours of the webinar. If you view the recording and would like a CE certificate, join the Culturally and Linguistically Responsive Teaching community and go to the Webinar Archives folder to take the CE quiz.
This webinar was a discussion on how teachers can validate and affirm the home language of students with a particular focus on writing and academic language. Dr. Hollie outlined three steps:
- Acknowledging linguistic biases
- Recognizing linguistic features
- Providing opportunities for situational appropriateness
This webinar will be of interest to K-12 teachers and educators at all levels who want to understand how to affirm the home language of students of all ages in school and in their academic programs.
Professor Sharroky Hollie is a national educator who provides professional development to thousands of educators in the area of cultural responsiveness. Since 2000, Dr. Hollie has trained over 150,000 educators and worked in nearly 2000 classrooms. In addition to his experience in education, he has authored several texts and journal articles. Most recently, he wrote Strategies for Culturally and Linguistically Responsive Teaching and Learning (2015) and contributed a chapter in the Oxford Handbook of African American Language (2015).
Created by leading experts, our language & literacy innovations enable teachers to meet the unique instructional needs of linguistically diverse students. We believe language development support helps all children succeed academically. Our programs are infused with Culturally and Linguistically Responsive Teaching practices, with strategies that respect, affirm, and build upon differing languages, varieties and cultures. We aspire to enhance educator’s awareness and understanding of unbiased teaching practices, and to help educators realize the faulty nature of deficit-based thinking.