Browsing by Author "Zak, Michelle"

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    Beyond Translation: Exploring Child Language Brokering in Alberta's Culturally Diverse Landscape
    (2024-09-26) Kassan, Anusha; Palova, Katerina; Silversides, Halley; Henry, Geneca; Pagtalunan, Amielle; Amery, Erica; Amer, Shekoufeh; Katoue, Walaa; Zak, Michelle
    “Beyond Translation” represents a seminal work that delves into the intricate world of child language brokering (CLB) within the rich tapestry of newcomer families in Alberta, Canada. With a distinct focus on addressing research gaps, this book showcases a comprehensive understanding of the practice where children act as language and cultural intermediaries for their parents during their settlement and integration into a new country. Through a blend of quantitative analysis and qualitative accounts in multiple languages (i.e., English, French, and Arabic), this research delves deep into the heart of CLB dynamics, offering a nuanced understanding of the challenges, opportunities, and underlying motivations shaping this phenomenon. As an outcome of this comprehensive mixed methods research and resulting workshops, best practices are outlined based on the findings. Central to the project’s significance is its approach to incorporating an ethnoculturally diverse sample of newcomers. This book successfully bridges an extant gap in scholarly literature rooted in the Alberta context. Notably, it diverges from the predominant trend of studies centered on ethnoculturally homogeneous youth samples in the United States, which often lack practical support tailored to address the multifaceted challenges confronted by this population. By contextualizing the research within Alberta’s culturally diverse fabric, the book provides valuable insights into the intricate complexities inherent in CLB. Moreover, by weaving both children’s and parents’ perspectives into the fabric of CLB research, the book adds a fresh dimension to the discourse on the topic, ensuring that key voices and experiences are heard and acknowledged. The insights presented in “Beyond Translation” go further than theory, and in this way, they have direct, practical application. For example, research findings are mobilized through programs that leverage the identified best practices to support newcomer families in their CLB journey. These practical supports reflect the book’s commitment to actionable change and enhancing the well-being of those involved in the CLB process. This book is a valuable resource for scholars, educators, practitioners, and policymakers seeking to comprehend, navigate, and improve the practice of CLB in Alberta’s culturally diverse landscape. “Beyond Translation” transcends language barriers, cultural divides, and generational complexities – offering a holistic vision for enhancing communication, empowerment, emotional wellness, and unity within newcomer families.
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    Learning by Podcast: Flipped Learning in EDUC 551
    (2024-09-05) Tingle, Elizabeth; Zak, Michelle; Barbeau, Kheana; Russell-Mayhew, Shelly
    This interactive audio-visual presentation depicts how an undergraduate BEd course on Comprehensive School Health and Wellness was re-designed with a flipped learning approach utilizing podcast lectures. Funding from the Taylor Institute catalyzed the creation of a course podcast series available on public platforms called The Podclass: Conversations on School Health. Listen to a student's experience of the course and explore the preliminary findings from a Scholarship of Teaching and Learning study that took a closer look at how students who identify as belonging to an equity-deserving group experienced this pedagogical approach. Recommendations for podcast-based learning are also included for those who may want to experiment with this instructional strategy.