Resources

This 2025 ATLAS video features educator, social worker, and trauma expert Lucille Amis Rosario, who offers an accessible introduction to how trauma affects the brain and impacts learning. Designed for adult educators and program leaders, this 25 min presentation highlights key concepts from current neuroscience and trauma-informed education research, illustrating how stress and adversity influence attention, memory, and emotional regulation.

This video deepens the conversation of the previous video “Intro to Translanguaging.” You can watch this one as a stand alone because we provide a brief review of the meaning of “translanguaging;” however, if you are looking for a deeper introduction, be sure to check out the previous video, #7. If you’re looking for practical translanguaging activities you can try, this is the video for you! We will take a look at vocabulary, writing and reading activities, plus discuss some additional things to consider during implementation.

A term circling a lot of language education spaces right now is “translanguaging”, but many of us aren’t really sure what this means. In this video, we will discuss its meaning of utilizing all of learners’ language skills to enhance the learning of a new target language. This includes GED and Career Pathways learners who speak English as their primary language, but they may speak a dialect that isn’t seen as “standard academic English.” All of these language skills are valuable. There are several reflection questions included because a key part of our work as educators is deeply reflecting on our own beliefs around languages.

The Culture Tree helps us name tangible parts of culture, so that when we look at our lesson plans, we can figure out how much of the content is based on our own culture and ways of seeing/thinking of things. Therefore, once we name what part of culture the lesson connects with, we can then think about what kinds of discussion questions or content will invite learners to share about their own experiences. This makes class more relevant and helps learners bridge information they already know to new skills and knowledge.

Moving Equity Forward in Adult Education is a series of short videos around DEI/antiracism topics in adult education. Each video and accompanying discussion questions will package an important concept that works toward justice in a format that is easily accessible for educators. Videos cover topics such as understanding culture, discovering learners’ funds of knowledge, being a warm demander, and using diverse teaching materials.

This video discusses what “diverse perspectives and teaching materials” mean, and why this is important to learner success in the classroom. Using diverse materials makes class more relevant to learners’ lives and helps them bridge information they already know to new information. Utilizing diverse perspectives in class content is also key to building up critical thinking skills. We take a look at numerous resources that can help each of us diversify the visuals, videos, audio, and written materials we use.

This video takes a look at a spectrum of different kinds of teachers and asks you to reflect on where you would place yourself. We argue, based on Zaretta Hammond’s work, that the “warm demander” is the sweet spot of the spectrum which focuses on building trust with learners while also holding them to high standards to meet their learning goals. We then discuss tools to practice building relationships with learners, creating a learning partnership pact, and giving quality feedback so learners can meet their goals.

This video takes a look at a favorite tool called the Culture Tree which helps us name tangible parts of culture so we can dig deep with our students. When we go past talking about surface level culture, such as holidays and food (which yes, are really fun to learn about!), we can build trust and relationships with learners. Incorporating deep culture makes class more relevant, and building trust is key for students to really engage with their learning.

In this video, we define and discuss the terms “funds of knowledge” and “an asset-based perspective.” A key element of equity in the classroom is acknowledging learners have a wealth of knowledge based on their own experiences, and we should provide opportunities for learners to be the experts in the room. Once we learn what students’ assets are, we can weave this information into class content, which helps learners be more successful. We take a look at an example lesson.

In this video, we start from the beginning and introduce the terms Diversity, Equity, and Inclusion, and what they mean for adult education. We talk about why honoring learners’ backgrounds and cultures in our schools is necessary for learner success.

A helpful resource from our colleagues at SABES in Massachusetts, this video defines Culturally Responsive and Sustaining Teaching (CRST), in conjunction with Massachusetts' ESOL Professional Standard 3. SABES provides a brief overview of the 5 key elements they use to break down CRST in order to assist educators trying to find more specific ways of implementing these practices in their classrooms. There is also a Flipgrid article that gives more classroom examples of these 5 key elements.