Search results for: Athanases Steven Z.
Page 1/1 3 items
Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education.
Updated: Jun. 28, 2020
Learning to Attend to Culturally and Linguistically Diverse Learners Through Teacher Inquiry in Teacher Education
In this article, the authors sought to understand how student teachers (STs) in a teacher credential program with a history of attention to diverse learners were learning about their culturally and linguistically diverse (CLD) students through Teacher inquiry (TI). STs took actions of various kinds to learn about diverse students: researching contexts and histories; examining student work and performance at full-class, subgroup, and individual levels; and asking and listening beneath the surface to students’ reasoning, attitudes, beliefs, and concerns about school learning and other issues. However, TI elements were used to varying degrees, in various ways, and with varying levels of success.
Updated: May. 28, 2012
The article discusses the merits of teachers' speaking for students in need and standing up for equitable access to resources. Although their actions helped attain support, the teachers reported that advocacy required persistence and sometimes resulted in confrontation with colleagues and administrators.
Updated: Feb. 26, 2008