Legitimating Multilingual Teacher Identities in the Mainstream Classroom

Autor/inn/en	Higgins, Christina; Ponte, Eva
Titel	Legitimating Multilingual Teacher Identities in the Mainstream Classroom
Quelle	In: Modern Language Journal, 101 (2017), S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12372
Schlagwörter	Multilingualism; Self Concept; Faculty Development; Elementary School Teachers; Teaching Methods; North American English; Language of Instruction; English (Second Language); Second Language Instruction; Professional Identity; Observation; Interviews; Electronic Publishing; Computer Mediated Communication; Teacher Attitudes; Correlation; Learner Engagement; Oral Language; Mainstreaming; Language Usage + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Selbstkonzept; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Amerikanisches Englisch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Beobachtung; Interviewing; Interviewtechnik; Elektronisches Publizieren; Computerkonferenz; Lehrerverhalten; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Sprachgebrauch
Abstract	This article explores the identities of a group of elementary teachers who participated in a professional development (PD) project on multilingual language learners. We study how the participating teachers drew on different aspects of their identities to respond to encouragement to increase their attention to students' diverse multilingual repertoires in classroom practices. Drawing on research that has sought to open up more spaces for multilingualism in North American, English-medium schooling, the teachers were invited to create multilingual print environments (Lotherington, 2013), use group work to increase oral participation among multilingual learners, invite students to take on the role of "language teacher" (Cary, 2008), and encourage students to author multilingual "identity texts" (Cummins & Early, 2010). As the teachers grappled with these ideas, we collected data in the form of classroom observation notes, interviews, assignments, and WebCT posts. Using Gee's (2001) framework for identity, our analysis sheds light on how the teachers enacted their professional identities as they worked to put the PD concepts and recommendations into practice. Our analysis reveals how the teachers' own linguistic histories strongly shaped their views about multilingualism in schools, but it also demonstrates that a formally sanctioned opportunity to experiment with multilingual pedagogies opened up new spaces for critical self-reflection about the links among languages, teachers' identities, and academic engagement for multilingual learners. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01