CDLC Grants

The Coalition for Diversity in Language & Culture (CDLC) provides competitive fellowships for which research groups including at least one tenured, tenure track, or clinical faculty may apply. Research groups are encouraged to include graduate students. A major purpose of these Fellowships is to support those engaged in research, grant writing and project implementation activities that fulfill the CDLC mission.

Click here for information about CDLC Grants for the 2018 – 2019 school year (due Nov. 19, 2018).

The following UNCG faculty and partners were awarded research fellowships from the Coalition for Diverse Language Communities (with support from School of Education Interim Dean Penfield and Vice Provost Shelton) for their collaborative work with members of diverse language communities:

2017-2018 CDLC Grant Recipients

  • Amy Vetter, Melody Zoch, Beverly Faircloth and Ms. Sheryl Oring for Re-storying Communities:Literacy Learning through Multimodal Narratives of Refugee Youth and Adults.
  • Tracy Nichols, Sharon Morrison, Andrew Young, Kunga Denzonpa, and Ms. Jenny Lee for A Healthy Mom = A Healthy Family–Bhutanese Maternal Health Project
  • Brenda Ross, Barbara Levin, Reagan Ragsdale, Héctor Gómez Argote, Natasha Pace and Sheila Gorham for Real World English

2016-2017 CDLC Grant Recipients

  • Ye He and Tierney Hinman, Teacher Education, School of Education, UNCG with Robin Harris and Candace Call, Asheboro City Schools for Teacher Action Research to Promote Heritage Language Development.
  • Rebecca MacLeod, Christen Blanton Mack, Nathan Martin, and Dixie Ortiz, Music Education, College of Visual and Performing Arts, UNCG for the UNCG Peck Alumni Leadership Program.
  • Jill Chouinard and Robyn Thomas Pitts, Educational Research Methodology, School of Education, UNCG with Karen Webb, Alamance Citizens for a Drug Free Community for Exploring Culturally Responsive Approaches to Evaluation Among Non-Profit Organizations: Piloting a Workshop.
  • Jewell E. Cooper, Barbara Levin, and Melissa Bocci, Teacher Education and Higher Education, School of Education, UNCG with Carol Zegarra and Natasha Pace, Allen Middle School for A Two-Generation Approach: Real World English.
  • Stephen Sills, Sociology, College of Arts and Sciences, UNCG with Phillip Sheldon, Center for Housing and Community Studies
  • Ali Askerov, Peace and Conflict Studies, School of Health and Human Sciences, UNCG for Syrian Refugees in the Streets of Istanbul

2015-2016 CDLC Grant Recipients

  • Stephanie Kurtts and Teresa Little, Specialized Education Services, School of Education, UNCG with Andrea Buka, Walter Sisulu University, Mthatha, Eastern Cape, South Africa for Building Inclusive Educational Practice Across Cultures and Countries.
     The purpose of this project is to examine the acquisition and implementation of effective inclusive teaching practices through online collaborative activities across teacher education programs in East South Africa (Walter Sisulu University) and North Carolina (UNCG). These culturally responsive practices across cultures and countries can lay the foundation for continued inclusion of students with disabilities in inclusive classrooms at the kindergarten through high school levels. This project will provide the teacher candidates and faculty fellows an opportunity to deepen their knowledge and understanding of (1) implementation of inclusive educational practices at a global level, (2) share experiences and observations in how teachers understand inclusive practice; (3) and explore how (a) support, (b) resources, (c) procedures, (d) benefits, and (e) global challenges relate to understanding and implementing inclusive practice.
  • Spoma Jovanovic, Communication Studies, UNCG and Vincent Russell, graduate student, Communication Studies, UNCG for Incorporating Diverse Language Communities into Greensboro Participatory Budgeting.
     In 2015, Greensboro launched the South’s first Participatory Budgeting (PB) process, which is scheduled to run through May 2016. This grant request seeks to encourage the participation of diverse language communities (DLC) in the city’s inaugural PB process. It also seeks to contribute to the evaluation of the entire process by better understanding the experiences of non-English speaking and English as a second language (ESL) community members in community decision-making. Proceeds from the grant will go towards organizing a training event to mobilize DLC stakeholders for voting in PB, translation/interpretation services for surveys and outreach materials, and travel costs for presenting the research at the International Participatory Budgeting Conference.
  • Rebecca B. MacLeod, Music Education, UNCG; Julia Reeves, graduate student in Music Performance, UNCG; Dixie Ortiz, Undergraduate Student in Music Education, UNCG for Increasing Access to String Instruction Across Cultures
     This project provides private string instruction to underserved students and to promote a sense of civic responsibility through leadership and service. This community partnership provides free private string instruction to interested middle and high school students who are willing to give back to younger students in their own community. The program increases communication between school related activities and parents whose first language is not English. Currently the project serves approximately 15 middle and high school students from this community, 50% of whom speak English as a second language. The first languages of these students include: Spanish, Wolof, Muong, and Cambodian. The funds from CDLC will allow the project to increase the number of students who receive instruction.
  • Sudha Shreeniwas, Dept. of HDFS & CNNC Research Fellow, UNCG; Sharon D. Morrison, Dept. of PHE & CNNC Research Fellow, UNCG; Andrew Young, Volunteer Coordinator at Bonner Center, Guilford College & CNNC research Fellow at UNCG; H’Yua Adrong, UNCG student, President/Leader of the Montagnard American Association for This is Health for Our Families!” –Montagnard Hypertension Prevention
     This project arises in response to requests from Montagnard tribal and religious leaders to conduct a Health Fair for Montagnard refugee community members in Greensboro. Hypertension was identified as a priority by Montagnard community leaders. The funds from CDLC will be used to provide a health fair that will provide community education and resources relevant to hypertension, translated into 3 tribal languages. The fair will be held in early April 2016, based on Montagnard community preference, at their chosen community venue. It will also serve as an opportunity for co-curricular learning for UNCG students in HDFS (Families in Middle & Later Life) and PHE (Immigrant & Refugee Health), PCS majors and Bonner Scholars at Guilford College; and provide health advocacy experience for youth members of the Montagnard American Association.

2014-2015 CDLC Grant Recipients

  • Jeannette Alarcon, School of Education, for Exploring School Culture within the Context of Heritage Schools and Mother Tongue Learning Spaces in Romania.
     This project is in collaboration with a faculty colleague at Purdue University and a teacher of English as a Foreign Language at the Universitatea Babes-Bolyai in Romania. It will focus on understanding the role of heritage language learning environments in order to be in a better position to translate that knowledge to educational initiatives in the US, and to sustain an international collaboration. The PI will prepare for this international data gathering in spring 2015 with the assistance of a UNCG graduate research assistant, and will travel to Romania at the end of the spring semester.
  • Jewell Cooper, Craig Peck, and Revital Zilonka, School of Education, with Kattya Castellon, UNCG Admissions, for We Want to Learn With You: Engaging Parents from Immigrant and Refugee Communities in Learning English.
     This project is in response to direct requests for support in learning English from parents at a Guilford County middle school. The university faculty will conduct a needs assessment regarding content of the planned curriculum and parent preferences for receiving the content. The 10-12 week pilot program will be delivered by an ESL teacher at the middle school (supported by a stipend) in spring 2015, with additional support provided by two UNCG graduate research assistants.
  • Maha Elobeid, Center for New North Carolinians, with Jamie Schissel, School of Education, for The Interpreter ACCESS program.
     Given that 124 languages are represented in Guilford County Schools and that Greensboro receives approximately 2,000 newcomers each year, there is a need for competent interpreters to provide services related to health career, legal matters, and education. CNNC currently provides a 2-day Foundations training for interpreters twice a year, so the grant will allow for revision of the current curriculum, expansion of this program, and for a more rigorous evaluation of its effectiveness.

2013-2014 CDLC Grant Recipients

  • Melody Zoch and Amy Vetter, School of Education, for Promoting equitable literacy education for students from diverse cultural and linguistic backgrounds by supporting teachers through professional development.
     This collaborative project, which includes partners with eight schools within the Asheboro City School District, will provide intensive support for teachers who work with English Language Learners on writing tasks. This professional development outreach will be ongoing and sustained, with the UNCG faculty members continuing to collaborate with Asheboro teachers throughout a full school year. Faculty will also be evaluating the most effective strategies for partnering with teachers and supporting their professional development.
  • Edna Tan and Beverly Faircloth,School of Education, for Teaching science for social justice: A community-based STEM club for refugee youth.
    This project will be in collaboration with the Center for New North Carolinians and a residential refugee community with which they are involved. Faculty members will meet on a weekly basis with youth at the community, utilizing the Engineering is Elementary curriculum developed by the Museum of Science in Boston. The participants will be given opportunities to author their own sense of positive identity as science learners in addition to acquiring content information.
  • Jigna Dharod, School of Health and Human Sciences, for Feeding the family in a foreign country: Understanding home food environment and food insecurity experiences of Latino immigrants.
    This study will attempt to determine the strategies that low-income Latino families use to prevent and/or manage food insecurity in their homes. Data will include a qualitative interview in Spanish with the female head of household and a quantitative home food assessment. Findings will also be shared with the participants in an effort to assist them in better managing their home food environments.
  • Ye He, Ang Chen, and Kristine Lundgren, Schools of Education and Health and Human Sciences, for Intercultural exploration of Chinese education, health, and sports through a comprehensive cross-cultural experience.
     This project aims to improve UNCG students’ understanding of the global/international world in which we live. The study includes cultural immersion for UNCG students with local Chinese communities prior to travel, guided reflections within an interdisciplinary course during an international field experience in China, and post-travel sharing with the local community. The faculty involved are planning to use this study as a pilot to assist them with submitting a Fulbright-Hayes proposal in the near future. 

2012-2013 CDLC Grant Recipients

  • Laura Gonzalez, CED, for Building Self-Efficacy for College Planning Tasks in Spanish-Speaking Parents.
     This collaborative project, which builds on previous partnership work with Asheboro City Schools and CFNC, will empower Spanish-speaking families by providing information about access to higher education opportunities for their children.
  • Nora Bird, Fatih Oguz, and Clara Chu,LIS, for Preserving Montagnard Refugee Cultural Heritage through Intergenerational Dialogue.
     This project seeks to understand and preserve the cultural heritage of a unique language community by collecting oral history from community elders, and facilitating the intergenerational transmission of cultural priorities among the Montagnard population in North Carolina and beyond. The resulting digital materials will preserve the culture of this diverse language community and increase the project’s reach.
  • Belinda Hardin, SES, and Silvia Bettez, ELCwith Million Mekonnen, ASC, and Raleigh Bailey, CNNC for Textured Dialogues: A Tapestry of Immigrant Perspectives on Education.
     This community-driven, collaborative project strengthens the partnership between UNCG and various immigrant and refugee communities in our region as they collectively produce a tapestry and book to represent how their respective communities view education. Ultimately, this unique arts-based project will produce a lasting artifact that can be shared and displayed widely.
  • Bev Faircloth, Shirley Atkinson and, Ye He, TEHE, for Middle Grades English Learners Craft a Sense of School Belonging.
     This project addresses psychosocial aspects of a school/learning environment that are critical to develop in order to assist English learners to become agents in their own learning. Working with English learners and teachers at Forsyth Middle School around the notions of belonging in this diverse school will yield useful information and strategies that can be shared with other educators.