Search results for: Warrican S. Joel

In this study, the first author deploys autoethnographic self-study to intentionally and systematically examine her practice. Specifically, she was interested in investigating how her background as a Black immigrant educator as well as a multilingual communicator affected her practice with predominantly White monolingual prospective teachers. Findings revealed that the author's practice reflected three elements of multicultural awareness as displayed by her attention to individual predispositions, cultural practices and personal stereotypes. From this study, prospective teachers are better able to understand the ways in which language, culture, and diversity intersect in the backgrounds of foreign-trained literacy instructors.