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Call for nominations: Loyola’s 2016 Literacy Leader and Educator of the Year awards

| By Stephanie Weaver

Nominations for Loyola University Maryland’s 2016 Literacy Leader and Educator of the Year are now open and will remain open until Jan. 22, 2016.

The Literacy Leader Award recognizes a graduate of Loyola’s Literacy master’s program specializing in either reading or literacy who promotes literacy; demonstrates innovation in practice; exhibits principled leadership within the school or community; and models lifelong learning as a member of the professional literacy community.

The Educator of the Year Award recognizes a Maryland educator who demonstrates accomplished practice and innovation in literacy teaching and learning; fosters a literacy-rich and welcoming classroom community; models lifelong learning; enhances the literacy development of all students; collaborates and shares best practices with colleagues; and exhibits principled practice in the classroom, school, and/or community.

Nominations can be submitted on the Literacy Leadership Awards website. Winners will be awarded at a ceremony on Monday, Feb. 15, 2016, from 6 – 7:30 p.m. in the 4th Floor Program Room in the Andrew White Student Center on Loyola’s Evergreen campus. The event is free and open to the public, but registration is required. To reserve seats, go to http://www.loyola.edu/joinus/literacyleadership/reserve-seats.

Nelson Flores, Ph.D., assistant professor of educational linguistics at the University of Pennsylvania Graduate School of Education, will be the ceremony’s keynote speaker. In his presentation, “The Raciolinguistic Underpinnings of Academic Language and the Marginalization of Latino Students,” Flores will critically examine the ways that academic language has been conceptualized in mainstream educational research, and explore the ways that these dominant conceptualizations have contributed to the marginalization of Latino students by obscuring structural racial inequalities.

In his research, Flores seeks to denaturalize dominant language ideologies that inform current conceptualizations of language education. His work has appeared in Critical Inquiry in Language Studies, Linguistic and Education, TESOL Quarterly, and Havard Educational Review

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