Search results for: Cho Hye-sun
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This study of an Asian female prospective teacher describes a language minority student's ways of enacting critical literacy in a teacher preparation program in the United States. It discusses how she exerted her agency despite her perceived marginalization as a non-native English speaker. The findings demonstrate how she resisted the identity imposed as a “slow learner” by an instructor while simultaneously challenging the tenets of critical literacy.
Updated: Nov. 23, 2015
Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts
The current article compares between critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. The article draws upon empirical data from two studies: a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii. The purpose of this comparison is to examine participants’ identities and experience in academia.
Updated: Dec. 15, 2011