J. Andrés Ramirez
|Henry Barnard School (HBS) |
Visit J. Andrés Ramirez's website
Academic BackgroundDoctor in Education (Ed.D). Language, Literacy and Culture.
University of Massachusetts. Amherst, MA May 2008
Co-Constructing A Nurturing And Culturally Relevant Academic Environment For Struggling Readers: (Dis)Locating Crisis And Risk Through Strategic Alignment
Dissertation Chair: Dr. Jerri Willett
M.A Teaching English as a Second Language.
West Chester University. West Chester, PA May 2001.
Foreign Language Didactics Specialist
Universidad de Antioquia, Medellin (Colombia) Aug. 1998.
Monograph: Enhancing Listening Comprehension Through Videos of Songs in English: a Task-Based Proposal. Advisor Prof. Christina Frodden.
Universidad de Antioquia, Medellin (Colombia) 1994.
Courses TaughtBLBC 515 Bilingual Education Issues
BLBC 516 M&M Biling-Bicultrl Education
SED 410 Practicum in Secondary Education
SED 411 Content&Pedagogy Sec Education
SED 412 Field Practicum in Sec Education
SED 421 Student Teach in Sec Sch
SED 422 Student Teaching Seminar
TESL 507 Teach Read&Writing To ESL
TESL 541 Applied Linguistics In ESL
TESL 549 Soc Found Lang Minority Education
BackgroundI am an assistant professor in the Educational Studies Department and coordinator of the English as a Second Language (ESL) Intensive Program at Rhode Island College. I have taught ESL and teacher education courses in adult education and higher education institutions both in my native Colombia and the United States.
My scholarly work specializes on the exploration of economic, cultural, and linguistic issues constraining and enabling the academic literacy achievement of culturally and linguistically diverse students in the US and on connecting these issues to advocacy and sound curricular practice. I anchor my academic work on postructural materialism, critical discourse studies, critical pedagogy, and systemic functional linguistics (SFL). While my previous work focused on exploring these issues and their classroom implications at the tertiary level, more specifically in the context of the community college, my current focus has been on US public schools serving large population of minority, low-income students in urban areas and their academic literacy achievement (with a focus on Latino English Language Learners).
Through linguistic analysis of both landmark educational texts and classroom practices pertinent to these populations, key economic, cultural, and linguistic taken for granted assumptions that disproportionately affect English language learners have emerged in my work. While most of the issues identified have been addressed in the existing literature, namely, the detrimental effect of poverty on academic achievement of underrepresented students, the inadequacy of monolingual instruction in English for linguistically diverse students, the damaging effect of equating oral proficiency and academic language proficiency among others, identifying these issues with different populations and in different settings and providing a detailed linguistic description of the language demands of different academic texts and what good teachers do to engage and provide sound curricular academic literacy practice for English Language Learners is quite significant.
Specifically, my work has proposed the adoption of a general pedagogical framework labeled "Strategic Alignment", a pedagogic-ideological position that expands the frame of accountability to all stakeholders of the educational process, and not only to those most interested in promoting fidelity with standards and mandates. Practitioners using this framework would not only simultaneously and flexibly align to standards and mandates represented by the current educational policy , but more importantly, would also both align to the needs, rights, and backgrounds of students, and to the cumulative experience and knowledge of the teaching profession. The general pedagogic framework above proposes and spells out what is meant by culturally relevant pedagogy as it is purposeful in giving explicit attention and to the changing language demands of different school genres serving as the basis for an explicit and enriched adoption of a critical pedagogy, dual-language education, and genre-based pedagogy. My recent advocacy and academic work for English Language Learners as vice-president of RITELL (Rhode Island Teachers of English Language Learners-a TESOL affiliate), as member of the Institute of Education and Language Policy (IELP), and as a collaborator in expanding the reach and scope of the SFL in North America are sensible examples of how issues I have studied transform into practice.
The collection of academic presentations, publications, and advocacy efforts I have conducted are of uttermost interest to teachers, teacher educators, and community leaders in the US working and/or seeking to improve the academic achievement of linguistically and culturally diverse students. Another audience that may benefit are school administrators, and policy makers. I have also begun to extend the product of my work in the US context to implications of applying US dominant educational policy in Latin American countries, so international audiences in the roles described above can also benefit from this work.
Areas of ExpertiseTheory and Methods of Teaching English as a Second/Foreign Language
Sociopolitics of Literacy and class analysis
Educational Discourses and the teaching and learning of academic language and content to linguistically and culturally diverse students
Critical Discourse Analysis, Systemic Functional Linguistics, and Critical Literacy
PublicationsRamirez, J.A. (with Bogad, Holder, Montes de Oca and Susi) (in press). A.L.L.I.E.D. Across Our Differences: Blogging and the (Un)Reconciled Politics of Intersectionality. In Banks, Iuzzini, & Pliner (Eds). "Teaching, Learning, and Intersecting Identities in Higher Education.
Ramirez, J.A. (in press). What's this Teacher's Storyline? The (Un)hidden Structure and Linguistic Realization of Culturally and Linguistically Responsive Teaching. In Ramirez, L and Gallardo, O (Eds). Multicultural Education in Practice: Transforming Communities One At A Time.
Ramirez, J.A.; Gomez, R.; Jimenez, J.P.(2008). Política y Gramática de la Decepción Textual: Ecos Estadounidenses en Reformas Educativas en America Latina. En Escrituras: Polimorfas e Identidades. Buenos Aires: Libros del Rojas, Universidad de Buenos Aires.
Ramirez (with Yang, Q., and Harman, R.) (2007). EFL Chinese Students and High Stakes Expository Writing: A Theme Analysis. Colombian Applied Linguistics Journal. (9) 99-125.
Ramirez (with Schulze, J,.) (2007). Intertextuality as Resource for Building ELLs Generic Competence: A Systemic Functional Linguistic View. Colombian Applied Linguistics Journal. (9) 69-98.
Ramirez, J. A. (2006). Caminante Si Hay Caminos: Towards a Postcritical ESL Approach for Community Colleges. In M. Spaventa (Ed.), Pedagogy, Programs, Curricula, and Assessment (Vol. 1, pp. 23-43). Alexandria: TESOL.
Ramirez, J. A. (1997). Musical Videos: Practice English Through Music. Medellin: Ediciones Colombia.
ASFLA (Australian Systemic Functional Linguistics Association). 20-23 September, 2011. Armidale, Australia.
The Grammar of "Magic": Responsive Teaching as Genre
45th TESOL International Conference. 17-19 March, 2011. New Orleans, LA. With Macken-Horarik, M; Adoniou, M; De Oliveira, L.
Teaching that Works: Uncovering the Grammar of Content Area Literacies.
45th TESOL International Conference. Intercultural Interest Group invited presentation. March 16-19, 2011. New Orleans, LA USA.
Effectively Working with the "Intercultural" in the ESOL Classroom
43rd NEERO Conference (New England Educational Research Organization). 27-29 April, 2011. New Bedford, MA. USA
Critical Discourse Analysis: An Introduction.
42nd NEERO Conference (New England Educational Research Organization). 7-9 April, 2010. Porthsmouth, NH. USA
Critical Discourse Analysis: Words Imagining Otherwise.
Spanish Cultural Center Embajada in Buenos Aires CCEBA (Spanish Initials). 27 Oct-Nov 3. Buenos Aires, Argentina. 2007.
Panelist and discussion leader in the colloquium "Confrontando Las Porosas Fronteras De La Posmodernidad" (Confronting the Porous Frontiers of Postmodernity).,
46thTESOL International Conference K-12 Dream Day. 28-31 March. Philadelphia, PA USA.
From Compliance to Learning Reciprocity in Family and Community Involvement
Co-presented with Dr. NÃ©lida Matos and Perla McGuinnes
Refereed Presentations (Selected)Ramirez, J.A; McGuiness P. (2011). MATSOL (Massachusetts Teachers of Speakers of Other Languages). May 5-7, 2011. Partners in Literacy.
Ramirez, J. A.; (2010) Responsive Teaching as Genre: The Power of Incongruent Linguistic Packaging. ALSFAL (Latin American Systemic Functional Linguistics Association). Oct 5-9, 2010. Fortaleza, Brazil.
Ramirez, J.A; Mitchell, K (2009). Effective Advocacy Strategies for English Language Learners. MATSOL Panel with Stephen Krashen, Maria Estella Brisk, Susan Ohanian, Julie Nora and Susan McGilvray-Rivet. Leominster, MA.
Ramirez, J.A; Dunklee, Brady (2008). Supporting Immigrant Students and Families in an Anti-Immigrant Political Climate. RITELL (Rhode Island Teachers of English Language Learners). Providence, Rhode Island College.
Ramirez, J.A. (2008). "I would have never thought Stacie was an English Language Learner": Assumptions about the Education of Emergent Biliterate Students. Promising Practices Conference. Rhode Island College.
Ramirez, J.A.; Harman, R. (2007). Making Systemic Functional Linguistics Accessible for Urban In-Service Teachers and their Students in the context of High Stakes School Reform AAAL Costa Mesa, CA.
Ramirez, J.A. (2007). Developing Writing and Grammar Through Funny Videos TESOL Annual Convention. Seattle, WA
Ramirez, J.A.; Kelley, E; Noji, F.; Machado, C. (2006) Raising Professional Standards in Community College ESL. Panel Organizer. TESOL Annual Convention. Tampa, FL.
Ramirez, J.A. (2006). Leave No Mistake Left Behind: Determinism in Current Literacy Policy in the US. 6th International Rethinking Marxism Conference. University of Massachusetts. UMass-Amherst, MA
Ramirez, J.A. (2005). Intersecting Critical Pedagogies in Adult ESL Classrooms: Action Research in Action. 26th Ethnography Forum. UPenn. Philadelphia, PA
Ramirez, J.A. (2005). Critical Discourse Analysis: Teaching Learning, Learning Teaching
TESOL Annual Convention. San Antonio, TX
Ramirez, J.A. (2005). Education, Subjectivity, and Class: overdetermination, surplus, and the study of education. American Educational Research Association (AERA) Annual Conference. Montreal, Canada.
Ramirez, J.A. (2004). Exploring Connections between ESL and Critical Pedagogy.TESOL Annual Convention. Long Beach, CA.
Ramirez, J.A. (2003). "If I want to fool you, I'll fool you anyways": Late capitalism reproduction and resistance in an ESL class. EQRE Conference. Pittsburgh, PA.
Ramirez, J.A.; Nozu, M. (2000). "Alternatives in Oral Assessment" Pennsylvania Tesol Convention. UPenn. Philadelphia, PA.
Ramirez, J.A. (1998). "Using Videos of Songs in English to Improve Listening Comprehension: a Practical Lesson." ELT National Conference Centro Colombo Americano. Medellin, Colombia.
Ramirez, J.A. (1997). "Enhancing Listening Comprehension Through Videos of Songs in English: a Task-Based Proposal." ASOCOPI National Conference.Santiago de Cali, Colombia.