Search results for: Bilingual teachers
Page 1/1 10 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
Small Stories in Online Classroom Discussion as Resources for Preservice Teachers’ Making Sense of Becoming a Bilingual Educator
This article examines the ways that students recounted personal and professional stories in classroom discussion in relation to their emerging understanding of what it would mean to become a bilingual educator. The authors found that the storied character of teachers’ knowledge building and identity exploration. Through narratives-in-interaction shared in online written discussion, the participants related experiences and described imagined teacher roles as they made sense of bilingual teaching. The findings also demonstrated how narrative-in-interaction functioned as a learning system through which preservice teachers made diverse knowledge sources their own, connecting individual to collective and theoretical to experiential knowledge.
Updated: Dec. 25, 2018
Bilingual Pairs in Teacher Education: Exploring WILD Strategies in an Environmental Education Workshop
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
Updated: Dec. 05, 2016
The authors wanted to examine if participating as a cohort in an early childhood graduate program could facilitate the exploration, analysis, and reconstruction of teachers’ beliefs and practices of five teachers. The findings revealed that the participants continue their professional journey by attending workshops and seminars that focus on developmentally appropriate practices. Although the authors acted as facilitators in the early childhood graduate program, the participants created their own community of practice that continues to serve as a support system in which deep reflection and application occur. The authors suggest that the process undertaken by these early childhood teachers is a model that can be emulated by other practicing teachers. There are several recommendations that might facilitate this process.
Updated: Nov. 03, 2015
The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants
The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.
Updated: Jun. 17, 2013
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
Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice
This study draws on social learning and activity theories to examine the specific factors that support equity-minded teachers to navigate accountability-driven language arts reforms. Furthermore, the study examines the specific barriers that might hinder teachers from serving marginalized students—particularly English Learners—in an era of accountability, and how particular contextual factors mediate teachers’ responses to accountability pressures. Findings underscore the importance of balanced leadership in an era of high- stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.
Updated: Oct. 10, 2011
This article presents the experiences of a Latina professor and a gay, Latino university student in a writing project for an elementary reading credential course. The project focuses on the student's negotiation of sexual identity in writing. The findings suggest that the power behind the written text can be transformational and healing. The act of writing, the environment, and the instructor contributed to the documented works of survival, hardships, strength, and love.
Updated: Jan. 23, 2011
The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups with Novice Bilingual Teachers
For over two decades, the boundaries between the social sciences and the humanities have become blurred. This paper focuses on explicit arts-based approaches that the authors employed in a 3-year teacher education study of professional conflicts experienced by novice bilingual teachers. Authors describe how they used the arts and to what end, addressing questions of artistic processes, expertise, and research validity.This study illuminated the range of experiences and emotions involved in novice bilingual teachers’ professional lives, signaling the value and validity of research that is both artistic and scientific.
Updated: Mar. 18, 2009
The article describes the use of Augusto Boal's Theater of the Oppressed (TO), as a form of academic and social support used in a recruitment and retention program for bilingual teachers in the Southeastern United States. Bilingual teacher critical discourse is discussed in language tools, and individual relationships.
Updated: Nov. 24, 2008