Self-assessing Implicit Linguistic Biases: From Deficit-Minded Assumptions to Equity-Minded Beliefs in Teaching & Learning
In this workshop, teachers and teacher educators will define implicit linguist biases and linguistic justice work in the teaching of writing, revise deficit-minded linguistic assumptions into equity-minded beliefs about students’ writing strengths, and reflect on and redesign a writing assignment through a transparent, equity-minded approach.
Dra. Alyssa Cavazos Associate Professor of Rhetoric, Composition, and Literacy Studies, University of Texas-Rio Grande ValleyDra. Alyssa CavazosAssociate Professor of Rhetoric, Composition, and Literacy Studies, University of Texas-Rio Grande Valley
Dra. Alyssa G. Cavazos is an Associate Professor of Rhetoric, Composition, and Literacy Studies in the Department of Writing and Language Studies and Director for the Center for Teaching Excellence at the University of Texas Rio Grande Valley. She teaches undergraduate and graduate coursework in writing studies. Her pedagogical and scholarly interests include: language difference in the teaching of writing, translingual writing across communities, professional development in higher education, and border rhetorics. She was awarded the University of Texas System 2017 Regents’ Outstanding Teaching Award and the 2017 UTRGV Excellence Award in Teaching. She is committed to designing linguistically inclusive pedagogies, which can lead to students’ academic success across academic disciplines in higher education.