NeMLA 2019: Collaboration, Community, Learning (Strategies Across Cultures) (Roundtable)

deadline for submissions: 
September 30, 2018
full name / name of organization: 
Leah Richards, Shannon Proctor, Robert Daniel
contact email: 

This roundtable session invites teachers across a variety of disciplines (language studies, literature studies, composition, media studies, cultural studies, humanities in general) to talk about their praxis or to reflect on strategies that may be useful, particularly in helping learners in heterogeneous courses, programs or institutions. (By heterogeneous, we mean that those learning together have different native languages, different cultural backgrounds, and/or different levels of preparedness for college-level academic work.) While this kind of intellectual and cultural-linguistic diversity presents challenges for teachers, it can also become a resource for thinking about diversity, for reflecting on and developing collaboration and democratic cooperation in the construction of new knowledge. This roundtable is not exclusively about learning communities per se, but we welcome the contributions of teachers/advisors/mentors who have experience guiding students in a formal or informal learning communities (or who have experience with faculty-student learning communities). We are most interested in testimony and evidence from teachers/advisors/mentors who have met with success in working from learners from an array of cultural backgrounds and language backgrounds. We especially want to hear from teachers/advisors/mentors who organize and pursue their work with the notions of "community" and/or "collaboration in mind as they guide students toward effective "learning." The idea is to reflect on divergent backgrounds as an opportunity for fostering connection, collaboration and intercultural competence, using tools that build cooperation, collaboration and a sense of belonging and shared purpose in a community of learners.

This session is intended to foster a conversation among teachers, advisors and/or mentors who draw on the notions of community and/or collaboration as they guide students from diverse backgrounds, to reflect on teaching practices that consider divergent learner backgrounds as an opportunity for fostering connection and intercultural competence, using tools that build cooperation, collaboration, and a sense of belonging and shared purpose in a community of learners.

Submit an abstract by September 30 at https://www.buffalo.edu/nemla/convention/callforpapers/submit.html