Our Why

To transform patterns of literacy achievement, teachers need more than reading methods and interventions, teachers must increase knowledge of the historical roots of language and literacy teaching practices and reject deficit perspectives of literacy abilities (Bartolomé, 1994).

***

Teaching Language as an Act of Resistance (TLLAR) Overall Project Objectives:

• Unite research and innovation to immerse pre-service teachers in experiences increase knowledge, awareness, and actions to ensure equitable learning for all P-12 students
  

• Align to the Library’s National Book Festival to support educators in understanding the historical roots that may shape current language and literacy teaching practices that may in turn impact reading outcomes for students, specifically historically marginalized students
  

• Manage project following a 7 step implementation process: 1. Design, 2. Develop, 3. Implement, 4. Analyze Data and Report, 5. Revise, 6. Share Reports, and 7. Scale
  

• Evaluate scalable teacher PD using immersive experiences with differentiated coaching and personalized practice, along with digital badges to increase educator critical knowledge, awareness, and ability to teach with knowledge and awareness
  

• Continue to engage with the TPS community, including the TPS Teachers Network, meetings and conferences
  

• Use existing affiliations, networks and dissemination channels to share project activities and research