Poetry and Cultural Identity: A Sociocultural Approach for Teacher Education Classrooms

Autor/inn/en	Cibils, Lilian; Marlatt, Rick
Titel	Poetry and Cultural Identity: A Sociocultural Approach for Teacher Education Classrooms
Quelle	In: Action in Teacher Education, 41 (2019) 2, S.137-153 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marlatt, Rick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1600599
Schlagwörter	Poetry; Teacher Education; Preservice Teachers; Writing Across the Curriculum; Autobiographies; Hispanic American Students; Bilingual Education; English Instruction; English (Second Language); Identification (Psychology); Social Environment; Culturally Relevant Education; Cultural Background; Language Attitudes; Authors; Empowerment; Native Language; Secondary Education; Seminars; Interdisciplinary Approach; Writing Processes; Literacy + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Lehrerausbildung; Lehrerbildung; Autobiography; Autobiografie; Autobiographie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziales Umfeld; Sprachverhalten; Author; Autor; Autorin; Sekundarbereich; Seminar; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Future teachers often manifest a low confidence in their own writing and do not see themselves as writers. Developing an identity as authors requires ample opportunities for writing that sustain preservice teachers' discourses and cultural models. As writing across the content areas is considered a powerful way of learning, creating spaces for future teachers to strengthen their writing skills and their predisposition for teaching writing must become a priority in teacher preparation. This article proposes that autobiographical poetry in particular allows aspiring teachers the freedom to explore their cultural identity while drawing upon various social literacies and can serve as a bridge between personal and professional reflection. Specifically, this paper features autobiographical poetry-writing activities implemented in two teacher education courses at a Hispanic Serving Institution (HSI) in the Southwest of the US--a Bilingual Education/Teaching English to Speakers of Other Languages (TESOL) course with 20 students, and a Content Area Literacy course with 34 students. These pedagogical practices are contextualized within a sociocultural approach that focuses on encouraging students to tap into their cultural and linguistic backgrounds as they prepare to develop their own pedagogies centered on agency and identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01