Engaging academic leaders in an authentic critical crosscultural communication dialogue.
The critical pedagogical approach used in our professional development activities aim at addressing the issue of diversity, equity, and inclusion at the system and individual level. It is based on a critical definition of culture and the processes involved in the development of Critical Crosscultural Communicative Competence in key leadership personnel (Sehlaoui, 2019).
One of the challenging issues that face educators of English Learners and the linguistically- and culturally-diverse students is the difficulty of diagnosing and distinguishing between learning problems and language development issues as they relate to interlanguage. This professional development service aims at helping educators and academic leaders in addressing this challenge.
This professional development addresses the lack of teacher preparedness as it relates to pedagogical and technological knowledge and skills to teach language and STEM content to English Learners effectively. This was corroborated through a needs assessment that emerged from more than 30 years teaching experience and research.
One of the quality services we provide relate to grant writing and professional development program evaluation.
Our TESOL professional development services in the area of bilingual education and heritage language education centers on the issues of assessment and evaluation, the impact of poverty on second language acquisition, use of culturally-responsive teaching and differentiated instruction methodologies. Another area that we assist educators with relates to the challenge of differentiating between learning and second language development issues.
Professional development workshops on how to integrate STEM content and engage English Learners through CALL while developing the critical cross-cultural communicative competence and multiple literacies.