• Afford opportunities for dialogue across disciplinary and methodological perspectives in language-related fields through a raciolinguistic perspective
  

• Create dialogical co-learning and production spaces for convergences and divergences of perspectives, pedagogies and research methods, especially focusing on Languaging, Racialization, and (Dis)Ability
  

• Craft multimodal and interactive content to disseminate work and engage in collaborative thinking with wider audiences
  

• Online fully accessible and flexible, with synchronous and asynchronous components
  

• 1 day (6 hours): Synchronous Keynote (30 minutes), Synchronous co-learning sessions (2 hours) and Asynchronous collaborative dialogue (3.5 hours)
  

• Small size groups to optimize interaction
  

• CTLE credits offered!
  
  

Keynote

Analysis Conversations
This is a co-learning space for all participants to examine a concrete artifact (e.g., video clip, policy document, assessment tool, textbook, discourse, curriculum materials, etc.) from diverse methodological, pedagogical and experiential approaches.
This is also a space for critical dialogue, reflection and application through which participants consider the implications of the conversations for their work with students, individuals and communities.

Emancipation Conversations
This is a potentially liberating co-learning space where reflection, thinking and dialogue engaged in the conference is shared and disseminated with the public via social media in a tide wave effect.
This is also a space to create opportunities for further dialogue, receive and give feedback and build upon communal knowledge. It is an acknowledgement that we do not live in a bubble.

• Co-learning opportunities through dialogue
  

• Multimodal, interactive content (e.g., podcast, slideshow, infographic, video blog, blog post, journal article, OpEd, etc.) for learning and producing research agendas
  

• Critical conversations on social media
  Conference hashtag #CLLCAFE #ChallengingRaciolinguisticIdeologies
  

Dr. Clara Vaz Bauler, Principal Investigator is an Associate Professor of TESOL/Bilingual Education at Adelphi University, New York. As a language educator and applied linguist, she is committed to unveiling and resisting unjust and often hidden educational practices that propagate language shaming and discrimination. 

Dr. María Rosa Brea-Spahn is a Clinical Associate Professor in Speech-Language Therapy at New York University. Dr. Brea-Spahn’s community collaborations with minoritized families and children and colleagues have primarily focused on interrogating ideologies of “good” languaging, decentering spoken English, and co-envisioning a path for linguistic liberation.

Dr. Ian Cushing, Principal Investigator is Senior Lecturer in Applied Linguistics at Manchester Metropolitan University, UK. His work examines the presence of raciolinguistic ideologies in education policy and how this causes harm to racially marginalised children and teachers. He is currently co-leading a Spencer Foundation project with Dr Clara Vaz Bauler on raciolinguistic ideologies and teacher education. 

Warda Farah is a Social Entrepreneur, Speech and Language Therapist, adjunct lecturer and author. She set up her company Language Waves to address the barriers that Black and minoritized families face when accessing Speech and Language Therapy services that are culturally and linguistically affirming. Her approach is guided by her own experiences as neurodivergent Black woman and subverts from the traditional medical model of Speech & Language Therapy by centering language as a multimodal emancipatory tool that resists standard language ideologies imposed on minorities. Whilst wearing many hats ultimately her work aims to center Black Joy.

Dr. Nelson Flores is an Associate Professor in Educational Linguistics at the University of Pennsylvania. His research examines the intersection of language, race, and the political economy in shaping U.S. educational policies and practices. He has been the recipient of many academic awards including a 2017 Spencer Postdoctoral Fellowship, the 2019 James Alatis Prize for Research on Language Planning and Policy in Educational Contexts and the 2022 AERA Early Career Award. 

Dr. JPB Gerald is a graduate of the EdD program in Instructional Leadership from CUNY - Hunter College. His day job is in education and curriculum development for a community development financial institution (CDFI), and his scholarship focuses on the intersection of language, racism, and ability. He recently published his first book, Antisocial Language Teaching: English and Pervasive Pathology of Whiteness, and runs a podcast called Unstandardized English. He lives on unceded Munsee Lenape land with his wife, toddler, and dog.

Gabriella Licata (she/they) is a PhD Candidate in Romance Linguistics and Gender, Women and Sexuality Studies at UC Berkeley and incoming Postdoctoral Scholar in the Latino and Latin American Research and Studies Center at UC Riverside. Her interests lie at the intersection of linguistics, anthropology, and education, where she uses mixed methodologies to uncover linguistic bias and systemic discrimination.

Dr. Ming-Hsuan Wu is an Associate Professor in the TESOL and Bilingual Education program at Adelphi University and directs the NYSED funded Clinically Rich Intensive Teacher Training programs for in-service teachers. With passion for anti-bias, anti-racism and equity work, she sees her teaching and research grounded in teachers’ and youth's agentive roles in contesting dominant discourses on diversity.