Articles

This article presents the findings of a systemic review of research published by Robert C. Lafayette. Lafayette was a French teacher and teacher educator who worked to revolutionize the teaching of world languages through his articles, books, textbooks, grants, conference presentations, and other scholarly work. To uncover the value of his work in today’s language schooling, this study examined 17 of his articles and book chapters. Using content analysis methodology, the findings of this study concluded that his work contributed mainly to our understanding of curriculum, instruction, and leadership in world language education. His scholarship also provides world language teachers, teacher leaders, department heads, and other stakeholders with effective methods for improving the quality of world language programs and realigning them to 21st century needs.

Citation: Parker, J. L. (2023) Curriculum, Instruction, and Leadership as a Practice of Reflexivity in World Language Education: A Systematic Review of Literature," Journal of Educational Leadership in Action, (8)3, 1-41.

Ahead of the recent wave of social justice movements (e.g., [All] Black Lives Matter (#BLM), #MeToo, #StopJewishHate, #StopAsianHate), in 2019 the American Council on the Teaching of Foreign Languages (ACTFL) declared a stance on diversity, equity, inclusion, and belonging (DEIB) in language education. It affirmed that it “values diversity and strives for inclusion across foreign language teaching and learning contexts.” Such a profound statement was a rallying cry for world language teachers, researchers, advocates, and activists to further ensure that all students succeed regardless of where they are from or where they plan to go. While other leading language organizations such as the American Association of Teachers of French (2020) and the American Association of Teachers of Spanish and Portuguese (2021) followed suit with their own DEIB statements, there is still more to be done. This article seeks to add to the growing conversation on DEIB in word language curricula and instructional practices by sharing my experience with integrating Afro-Hispanic literature into an intermediate Spanish II course. 

Citation: Parker, J.L. (2023). Racial inclusivity in the Spanish curriculum: A case for Afro-hispanic literature. Hispania, 106 (1), 3-8. 

Second language acquisition (SLA) is a process that takes time. Likewise, effective language teaching does not focus on memorization but instead pushes students to make form-meaning connections via processing instruction. Although SLA theory dictates many rules, language instructors still lack in curriculum and instructional approaches rooted in education. Here, Parker shares how he taught world languages in a more impactful way.

Citation: Parker, J.L. (2022). Curriculum Design Research as a Learning Experience and a Teachable Moment. Curriculum and Teaching Dialogue. 24(1 &2), 265-267. 

Second language acquisition (SLA) is a process that takes time. Likewise, effective language teaching does not focus on memorization but instead pushes students to make form-meaning connections via processing instruction. Although SLA theory dictates many rules, language instructors still lack in curriculum and instructional approaches rooted in education. Here, Parker shares how he taught world languages in a more impactful way.

Citation: Parker, J. L. (2021). Simplistic Lesson Designs in Online Foreign Language Courses. The Forum, 39, 5-9. https://phisigmaiota.org/wp-content/uploads/2022/05/2021Forum.pdf

Institutions of higher education have historically operated as Eurocentric, male-dominated, and elitist systems created to maintain existing power structures (Bennett, 1988; Bloom, 1987; Hirsch, 1987). However, throughout the 21st century, as society has changed its perspective on the necessity of a college degree, it also has changed its views on who can obtain such credentials and who is afforded the luxury of offering them. As hooks (1990) notes, “education for critical consciousness is the most important task before us” (p. 5). In essence, the global community has advanced toward a more progressive understanding of who and how individuals can access higher education under the guise of liberty, justice, and fairness for all. As the classroom is seen as a radical space of possibility in the academy, the entire institution and its place within society is seen as a radical site of progress and upward mobility for all. As such, this special issue aims to further contribute to the idea of structural change in American higher education by bringing scholars from diverse backgrounds together to investigate the relationships of power, equity, and equality, through an analysis of lived experiences in higher education throughout the United States of America.

Citation: Parker, J.L., Hornsby, E. R., Smith, Y. C., Drake, T. (2022). The Margin as a Space of Reflection, Thought, and Possibility in Academia. Research Issues in Contemporary Education, 7(2), 1-7. 

This study explored the perspective of eight education stakeholders on Critical Race Theory (CRT) and the educational attainment opportunities for African American males in the current system of education in the United States of America. A qualitative research approach was employed using a semi-structured interview protocol. The data gathered from this study revealed that there was a general consensus among participants at an African American Male Empowerment Summit around the favorability and usefulness of Critical Race Theory in understanding the current state of African American males in education.

Citation: Hatcher, J., Williams, T, Parker, J.L., DeVaney, T. A., Gordon, C. (2022). Perceptions of Critical Race Theory as a Tool for Understanding the African American Male Educational Experience. Research Issues in Contemporary Education. 7(2), 128-146. 

An argument for the necessity of evaluating the culture in a word language textbook before choosing it. Culture plays an important role in the teaching and learning process in world language classrooms. It is through developing cultural literacy that students make a human connection and gather a sense of belonging. If they do not see themselves in the cultural topics, they do not see themselves speaking the language

Citation: Parker, J.L. (November 2021). “Thinking outside of the book”. Language Magazine. 

Stemming from Critical Multicultural Education, Equity Pedagogy (EP) is the idea of teaching students through a variety of methods, approaches, and strategies to maximize student learning. The current argument suggests EP as an effective approach to teaching French courses virtual. Specifically, a balanced approach mixing Behavioralism, Cognitivism, and Constructivism.

Citation: Parker, J.L. (2021). Engaging Equity Pedagogy in virtual French courses. The French Review, 94(3). 

Through analyzing student enrollment trends throughout the metropolitan areas of Shreveport, Baton Rouge, and New Orleans, the idea of Segregation Academies is revisited. Although the original hypothesis was that there were racial disparities among K-12 public schools throughout Louisiana, it was discovered that there is a somewhat racial balance of white and black students throughout the state. Further, it was concluded that there is more socioeconomic segregation throughout Louisiana that has emerged as racial desegregation decreases  

Citation: Bourdier, W. Y. & Parker, J.L. (2021). An investigation of student enrollment trends and de facto segregation in Louisiana K-12 Public Education. Research Issues in Contemporary Education, 6(1), 62-95. 

An analysis of the legal cases that have contributed to the contemporary development of the Fifth Amendment. 

Citation: Parker, J.L. (2020). The Due Process Clause of the Fifth and Fourteenth Amendments and the Policy-Making Process in Educational Leadership: An Analysis of Relevant Legal Cases. Research Issues in Contemporary Education, 5(2), 71-93. 

Through utilizing Critical Multicultural Education as a framework, the idea of teaching English Language Learners is re-contextualized based on the idea that all students can succeed if teachers adjust themselves and their teaching to fit their needs. Ideas for theory to practice are given. 

Citation: Parker, J. L. (2019). Multicultural Education as a framework for educating English Language Learners. Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 22-35. 

Presents the findings of a student conducted on students in an Intermediate Spanish II course. It was discovered that students prefer project-based learning, but there must be a strong structure in which they can thrive.

Citation:  Parker, J. L. (2020). Students’ attitudes toward project-based learning in an intermediate Spanish course. International Journal of Curriculum and Instruction, 12(1), 80-97. 

Argues for the necessity of making coursework in Louisiana French (Cajun French or Creole French) as the academic equivalent to Parisian French courses being offered at colleges and universities in Louisiana. 

Citation: Parker, J.L. (2019). Second language learning and cultural identity: Reconceptualizing the French curriculum in Louisiana colleges and universities. Journal of Curriculum Studies Research, 1(1), 33-42.  

An analysis of French and Spanish textbooks and the teaching practices used in relation to the Caribbean and Louisiana. Through a conceptual framework underpinned by Critical Race Theory, Epistemic Racism, and Curriculum Leadership, it was discovered that world language textbooks present such content in a vague, biased manner. Further, through a framework underpinned by Culturally Relevant Pedagogy, Engaged Pedagogy, and Andragogy, it was discovered that faculty members teach the Caribbean and Louisiana in unique ways that align with their students' educational needs.