<div dir="ltr"><br><br><div class="gmail_quote">Forwarded <br>From: <a href="mailto:plc-teach@groups.sas.upenn.edu">plc-teach@groups.sas.upenn.edu</a><br><br><br>
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<div align="center"><b><small>Monday, September 16, 3:30, Kiva
Auditorium, Temple University </small><big><br>
</big><small>Dr. John Lucy, University of Chicago </small><big><br>
</big><small>Title : Language Diversity, Cultural Practice,
and the Development of Mind </small></b><br>
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<b>Abstract : </b><br>
Language holds a special place in human life. It is
distinctive of our species. It also provides the dominant
medium for social interaction, helping to enable cultural
traditions. Likewise, it provides an important medium of
psychological representation, helping to constitute the
individual human mind. Thus language, culture, and mind are
intricately bound together at the core of what it is to be
human. Though few doubt the importance of language, we still
debate just exactly how large a shaping role language plays in
this mix and in precisely what ways. Since there is no one
universal language but rather myriad individual languages all
differing from one another in important respects, one
perennial debate concerns just how important these differences
between languages are in the mediation of culture and mind.
The contention that the particular language we speak
influences the way we experience and think about the world has
been called the linguistic relativity proposal . This talk
will present an overview of recent thinking and research on
this topic. The first part characterizes the relativity
proposal both conceptually and historically, showing how
current approaches fit into our own intellectual tradition.
The second part presents some key contemporary findings,
showing how research gets done and the range of
language-specific effects on thinking that have been
identified. The third part describes recent psychological
research with d eaf people, children, and bilinguals, seeking
to uncover the mechanisms underlying language effects. The
final closing section suggests how language form, cultural
practice, and individual cognition enter into a dialogue
during child development to create a characteristically human
orientation to the world. <br>
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<b>Bio : </b><br>
<b>John Lucy</b> is the William Benton Professor in the
Departments of Psychology and of Comparative Human Development
at the University of Chicago. He has done over thirty years of
ethnographic, linguistic, and psychological research among the
Mayan-speaking people of the Yucatan region of Mexico, which
resulted in two ground-breaking books Language Diversity and
Thought (Cambridge University Press, 1992) and Grammatical
Categories and Cognition (Cambridge University Press, 1992).
Lucy has been Guggenheim Fellow, a Mellon Fellow at the Center
for Advanced Study in the Behavioral Sciences, and a Visiting
Fellow at the Max Planck Institute for Psycholinguistics. He
has received major research grants from the National Endowment
for the Humanities, the National Institutes of Mental Health,
the Department of Education, the Social Science Research
Council, and the Spencer Foundation. <br>
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<div align="center"><b><small>Thursday, September 19, 3:30, Kiva
Auditorium, Temple University</small><big><br>
</big><small>Dr. Ofelia Garcia, City University of New York </small><big><br>
</big><small>Title : The transformative power of
translanguaging in schools </small></b><br>
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<b>Abstract : </b><br>
This presentation will contribute to our understandings of the
transformative power of translanguaging in classrooms with
linguistically diverse students. I start by reviewing the
meanings of translanguaging and its potential to produce
alternative representations, while engaging the voices,
identities and cognitive functioning of linguistically diverse
students. I draw examples from NYC school cases to
contextualize how teachers with different characteristics and
in different educational programs draw on translanguaging as a
resource. I also share our CUNY-NYSIEB work, as university
scholars, school leaders and teachers collaborate to improve
the education of those we call “emergent bilinguals.” <br>
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<b>Bio : </b><br>
<b>Ofelia García </b>is Professor in the Ph.D. programs of
Urban Education and of Hispanic and Luso-Brazilian Literatures
and Languages at the Graduate Center of the City University of
New York . She has been Professor of Bilingual Education at
Columbia University´s Teachers College, Dean of the School of
Education at the Brooklyn Campus of Long Island University,
and Professor of Education at The City College of New York.
Among her recent books are Bilingual Education in the 21st
Century: A Global Perspective ; Educating Emergent Bilinguals
(with J. Kleifgen), Handbook of Language and Ethnic Identity
(with J. Fishman), Negotiating Language Policies in Schools:
Educators as Policymakers (with K. Menken), Imagining
Multilingual Schools (with T. Skutnabb-Kangas and M.
Torres-Guzmán), and A Reader in Bilingual Education (with C.
Baker). She is the Associate General Editor of the
International Journal of the Sociology of Language . García
was the recipient of the 2008 NYSABE Gladys Correa Award, is a
Fellow of the Stellenbosch Institute for Advanced Study in
South Africa, and has been a Fulbright Scholar, and a Spencer
Fellow of the U.S. National Academy of Education. <br>
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<br></div><br><br clear="all"><br>-- <br>=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+<br><br> Harold F. Schiffman<br><br>Professor Emeritus of <br> Dravidian Linguistics and Culture <br>Dept. of South Asia Studies <br>
University of Pennsylvania<br>Philadelphia, PA 19104-6305<br><br>Phone: (215) 898-7475<br>Fax: (215) 573-2138 <br><br>Email: <a href="mailto:haroldfs@gmail.com">haroldfs@gmail.com</a><br>
<a href="http://ccat.sas.upenn.edu/~haroldfs/">http://ccat.sas.upenn.edu/~haroldfs/</a> <br><br>-------------------------------------------------
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