Every Creative Gene

Using social networks for global connections and education


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Charles Fillmore, Discoverer of Frame Semantics, Dies in SF at 84: He Figured Out How Framing Works

He also developed Case Grammar which is the only way to explain the difference between these.

John is hard to please. >>>> It is hard to please John.

John is anxious to go. >>>> *It is anxious to go John.

 

George Lakoff

Charles J. Fillmore, one of the world?s greatest linguists ? ever ? died last Thursday, February 13, at the age of 84 in San Francisco. He was the discoverer of frame semantics, who did the essential research on the nature of framing in thought and language. He discovered that we think, largely unconsciously, in terms of conceptual frames ? mental structures that organize our thought. Further, he found that every word is mentally defined in terms of frame structures. Our current understanding of ?framing? in social and political discourse derives ultimately from his research, whose importance stretches well beyond linguistics to social and political thought ? and all of intellectual life. The world has lost a scholar of the greatest significance.

?Chuck,? as he was known throughout the linguistics world, got his PhD from the University of Michigan in 1961 and taught at Ohio State University until 1971, when he…

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An ESL Perspective from Boston

bostonglobe.com

In East Boston, schools find success with students learning English

Angel Miguel Salinas Guevara sought to be called in an immersion program at Patrick J. Kennedy Elementary School.

By James Vaznis Globe Staff  November 21, 2017

At the Patrick J. Kennedy Elementary School in East Boston, about three-quarters of the 300 students do not speak English fluently, the highest rate of any elementary school in Massachusetts. Last year alone, nearly three dozen students from El Salvador, Colombia, and other countries trickled into the school sometime after September.

Yet over the past six years, the P.J. Kennedy has repeatedly earned the highest rating under the state’s school accountability system. The school’s work specifically with English language learners has made it shine.

Across East Boston, long a haven for new immigrants, schools are debunking a deeply rooted misconception that serving large populations of English language learners is a recipe for failure. These students — who now make up 31 percent of Boston Public Schools enrollment — frequently get blamed by educators and politicians in Massachusetts when schools are designated as “underperforming” by the state.

But in East Boston, six of the nine elementary and K-8 schools earned the highest rating under the state’s accountability system last year, the last time the state rated all public schools. Three schools received state commendations for making significant gains or narrowing proficiency gaps.

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My Memory of Hurricane Allen

Rachel Maddow was talking about Hurricane Allen tonight, and it brought back a memory.

In 1980, I was teaching English as a Foreign Language at the Haitian-American Institute in Port-au-Prince. I had been there for eight years. The Director of Courses, Miss Eleanor Snare, had advised me very early on to choose, in every class, a student I judged to have leadership potential “in case of an emergency.”

She was non-specific about what kind of emergency. We lived on a volatile island. There were political struggles and muscle-flexing under a president-for-life. Epidemics arose and dissipated – typhoid, malaria, dengue fever. There was a gas shortage there, and lines, at the same time the U.S. was experiencing one. There were blackouts. The worst, in the late 1970s, lasted from February to June with only one hour of electricity a day until the U..S. Marines arrived with generators and got the main hydro-electric station running again. And there was the weather.

In Haiti, there is always the weather; specifically, there is a rainy season. One becomes accustomed to it. You can predict that during the rainy months, clouds will build in the course of a day, break open and pour around three in the afternoon, and, spent, clear out in the evening only to repeat the same drill the following day. During those months, you make sure you have an umbrella when you leave the house, and you will be fine.

In 1980, I lived about a half hour outside the capital in a suburb called Thor le Volant. I took a tap-tap, one of those colorful little buses that are actually converted pick-up trucks, to get into town in the morning. If I was early enough in the morning, I walked from the Grand Rue to the Champs-de-Mars where the institute was located. I taught from 6 a.m. To 9 a.m. Then I had a two-hour dance class (Haitian folkloric), also held at the institute. At noon, I would go home, shower, and put myself together again for afternoon classes from 3 to 6 p.m. It was a great schedule!

I would be home between 6:30 and 7:00, have a few Prestige beers – the local brand – and something to eat, catch All My Children on the only English TV channel and the news with Anthea Flambert. (Yes, they showed All My Children during prime time, and all my students watched it.)

So, in August, 1980 that was my schedule. In my 4 o’clock class I had a lot of high school students. There were a few university age students Our minimum age was 16. There were two sisters from France who were around my age and very humorous. The only other actual adult was a protestant minister.

He was very slender and carried a tan briefcase just as slim as he. Always dapper in a tropical weight white suit, he was soft-spoken, very courteous, and all of my students respected him. He was a natural for my “in case of emergency” guy.

This particular afternoon, my 20 some-odd students and I were having guided conversations in English when the sky behind them started turning a deep green. I kept my eye on it, but it was the rainy season. I took it to be just a slightly more dramatic cloud than usual until it progressed to black, and I had to turn the lights on. Dark as night! In the course of about 40 minutes.

But, no matter! We kept working. Until suddenly, a flash of light like something I had seen in photos of nuclear blasts and a BOOM!

The lights went out and my emergency pastor’s head rolled back, and he fainted. Fainted!

We all jumped, and then went to him. He recovered and was fine. I let them go about five minutes early. It was pouring by that time. The five o’clock classes went on as scheduled since the lights came back almost immediately. We were on the same line as the National Palace, so always had priority electricity.

At six, I headed for home and, since it was still raining, hailed a taxi to get to the tap-tap on the Grand Rue. I asked the driver if he had heard the thunder and if he knew what was hit. He asked me if I didn’t know a hurricane was coming. No. I did not even though I had watched the news the night before.

The next morning I taught my classes as usual. It was gray and cloudy, but that was all. We had our dance class, as usual. Then I went home, as I always did, to shower and get ready to teach in the afternoon.

Around 1:30 p.m. The rain began. It was very light. By 2:15 the rain was horizontal. I shrugged it off and left to catch the tap-tap, but the wind was very strong. Instead of going to town, I went to the nearby supermarket to use the phone, but there was no answer at the institute. The supermarket was closing. It was a hurricane. I went back home hoping Miss Snare would not fire me for not showing up and not calling.

Around nightfall, the electricity went out. The wind and rain blew through the whole second floor apartment for 8 or 10 hours. There was one dry corner. I curled up in a director’s chair there and listened to Voice of America all night on my battery-operated JVC short-wave. The cats took up residence inside the wardrobe which was off the floor on legs.

In the morning, the sky cleared. My friend and neighbor, Dr. Jeanne Philippe sent someone from her house to make sure everything was OK and to ask if I wanted to ride into town. Of course I did.

The sky was blue and clear. Many hanging signs had fallen from stores in town. Mud was drying on the streets. People were already cleaning up. I stopped by the institute to find out when classes would resume and shopped a little.

Allen killed more people, 200+, in Haiti than anywhere else it hit even though the eye was offshore in the north. The biggest danger there, because of the mountains which are deforested, is the flooding and subsequent mudslides.

I continued that practice of choosing a leader among my students, even when I returned to the U.S., even when I taught graduate classes. It is a blessing that I never had to rely on them. But you never know!


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The Charlottesville Curriculum

There are lessons to be learned from the incidents in Charlottesville, Virginia. Here is a curriculum for teachers who want to make this a teaching moment.

Photo credit: Nick Little

We have been hearing parents and teachers and students both question what happened and express worry and anxiety and fear in the last few days. Our members have a special role in the community, and our educators have a powerful responsibility to our students and their families. We have assembled lessons and resources for when you address the racist and anti-Semitic terroristic events in Charlottesville with your students. Here are some ShareMyLesson.com resources submitted by educators and partners from across the country: https://sharemylesson.com/CharlottesvilleCurriculum

Read more and get more >>>>


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Malala on Her Last Day of School

Malala Yousafzai published these thoughts on her last day of school.


This morning I go back to class after my stressful final exams that ended last week. Today is my last day of secondary school.

I enjoyed my school years and I am excited for my future. But I can’t help thinking of millions of girls around the world who won’t ​complete their education.

I was almost one of those girls. The Taliban took over our beautiful home in Swat Valley and declared a ban on girls’ education. Our teachers told us to stop wearing our uniforms because it wasn’t​ safe. Every day I wondered if this would be my last day of school.

Read more and send Malala your congrats here >>>>


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They Are Not Waiting to be Told What to Do!

Betsy DeVos got off on the wrong foot with public school teachers, as any fool could have expected.

DeVos criticized teachers at D.C. school she visited — and they are not having it

The Washington Post

Emma Brown 

Education Secretary Betsy DeVos addresses the department staff at the Department of Education on Wednesday, Feb. 8, 2017 in Washington.

© AP Photo/Molly Riley Education Secretary Betsy DeVos addresses the department staff at the Department of Education on Wednesday, Feb. 8, 2017 in Washington.

 

Newly minted Education Secretary Betsy DeVos had a hard time getting inside the District’s Jefferson Middle School Academy last week when protesters briefly blocked her from entering. But at the end of her visit — her first to a public school since taking office — she stood on Jefferson’s front steps and pronounced it “awesome.”A few days later, she seemed less enamored. The teachers at Jefferson were sincere, genuine and dedicated, she said, they seemed to be in “receive mode.”

“They’re waiting to be told what they have to do, and that’s not going to bring success to an individual child,” DeVos told a columnist for the conservative online publication Townhall. “You have to have teachers who are empowered to facilitate great teaching.”

DeVos, who has no professional experience in public education, is an avowed proponent of voucher schools, charter schools, online schools and other alternatives to traditional public schools. Teachers across the country have been galled by what they see as her lack of faith in — and understanding of — the public schools that educate nearly nine in 10 of the nation’s children.

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Upgrading Reading Skills for the 21st Century

Russia has been disseminating disinformation for decades and long has used that tactic in attempts to influence elections in Europe. Until the 2016 election in the United States, we had, somewhat arrogantly, believed ourselves impervious to these intrusions – at least the electorate did. 2016 blindsided the voting public and students following the election in civics classes with the advent of fake news, some of which, we have reason to believe, originated from Russian sources.

If we are to raise well-informed young voters with excellent critical thinking skills, we need some guidelines for discerning trustworthy sources of information on the internet. Here is an article with some great tips on ferreting out the fakers and determining legitimate news sources.

The new “duck and cover” is more interesting, less defensive, and far more empowering than its Cold War predecessor. It is a matter of tracking, confronting, and exposing sources – a little like detective work – which ought to make it fun for the middle school crowd.

No matter what media stream you depend on for news, you know that news has changed in the past few years. There’s a lot more of it, and it’s getting harder to tell what’s true, what’s biased, and what may be outright deceptive. While the bastions of journalism still employ editors and fact-checkers to screen information for you, if you’re getting your news and assessing information from less venerable sources, it’s up to you to determine what’s credible.

“We are talking about the basic duties of informed citizenship,” says Sam Wineburg, Margaret Jacks Professor of Education.

Wineburg and Sarah McGrew, a doctoral candidate in education, tested the ability of thousands of students ranging from middle school to college to evaluate the reliability of online news. What they found was discouraging: even social media-savvy students at elite universities were woefully unskilled at determining whether or not information came from reliable, unbiased sources.

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Salinger and Orwell Redux: Not for English Teachers Only

The Department of Homegirl Security

A biopic about J.D. Salinger debuted at Sundance and is likely and given the writer-director’s creds is a hit in the making and is likely to spur a revival of The Catcher in the Rye this year.

MAKE AMERICA PHONY AGAIN

J.D. Salinger in the Age of Donald Trump: ‘The Rebel in the Rye’ Debuts at Sundance

Writer-director Danny Strong (Empire, The Butler, Game Change) on why his J.D. Salinger biopic The Rebel in the Rye, which just premiered at Sundance, is so timely.

Kevin Fallon

Kevin Fallon

01.28.17

“What makes you think that you have anything to say to people?”

It’s a crushing line, delivered from father to son, in writer-director Danny Strong’s new J.D. Salinger biopic The Rebel in the Rye, which chronicles how Salinger’s time fighting in World War II and ensuing PTSD played backdrop to his writing one of the last…

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A Must-Read from Bernard-Henri Lévy

The Department of Homegirl Security

Once again, BHL hits the nail on the head!

Richard Drew/AP/REX/Shutterstock

IN HIS OWN WORDS

Donald Trump’s Plot Against America: Watching the Inauguration with Philip Roth

The author of The Plot Against America, Philip Roth spends Inauguration Day dwelling on everything from the perplexing case of Melania Trump to America’s state of suspended insurrection.

Bernard-Henri Lévy

Bernard-Henri Lévy

01.27.17

On the day of Donald Trump’s inauguration, I met Philip Roth.

This was a surreal experience, given that, in his 2004 novel, The Plot Against America, Roth precisely described the sinister and chilling nightmare in which the United States now finds itself.

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The Trump Effect on Schools

The Trump Effect: The Impact of The 2016 Presidential Election on Our Nation’s Schools

In the first days after the 2016 presidential election, the Southern Poverty Law Center’s Teaching Tolerance project administered an online survey to K–12 educators from across the country. Over 10,000 teachers, counselors, administrators and others who work in schools have responded. The survey data indicate that the results of the election are having a profoundly negative impact on schools and students. Ninety percent of educators report that school climate has been negatively affected, and most of them believe it will have a long-lasting impact. A full 80 percent describe heightened anxiety and concern on the part of students worried about the impact of the election on themselves and their families.

Also on the upswing: verbal harassment, the use of slurs and derogatory language, and disturbing incidents involving swastikas, Nazi salutes and Confederate flags.

Teaching Tolerance conducted a previous survey in March, when we asked teachers how the primary campaign season was affecting our nation’s students. The 2,000 educators who responded reported that the primary season was producing anxiety among vulnerable students and emboldening others to new expressions of politicized bullying. Teachers overwhelming named the source of both the anxiety and the behavior as Donald Trump, then a leading contender for the Republican nomination.

Read more and report incidents HERE >>>>