Exploring an Elementary ESL Teacher's Emotions and Advocacy Identity

Autor/in	Maddamsetti, Jihea
Titel	Exploring an Elementary ESL Teacher's Emotions and Advocacy Identity
Quelle	In: International Multilingual Research Journal, 15 (2021) 3, S.235-252 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1883792
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Emotional Response; Language Teachers; Advocacy; Second Language Instruction; Second Language Learning; English (Second Language); Power Structure; Bilingualism; Language Planning; Equal Education; Professional Identity; Racial Attitudes; Minority Group Teachers; Social Justice; Educational Policy; Puerto Ricans; Low Income Groups; Personal Narratives; Educational Experience; Massachusetts + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Emotionales Verhalten; Language teacher; Sprachunterricht; Sozialanwaltschaft; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Sprachwechsel; Rassenfrage; Soziale Gerechtigkeit; Politics of education; Bildungspolitik; Puerto Rican; Puerto-Ricaner; Erlebniserzählung; Bildungserfahrung; Master-Studiengang
Abstract	Scholars, activists, and communities strive for educational equity and justice for emergent bilinguals. The pursuit of advocacy, however, is often fraught with emotional tension, leading many teachers to question their identities as advocates. Relatively few studies have focused on language teachers of color, and on how they navigate their emotions as they construct their identity as advocates -- even though teachers of color are disproportionately called upon to act as advocates. By drawing attention to discursive and emotional aspects of identity positionings related to raciolinguistic ideologies, this study shows how one Latinx teacher's emotions shaped her identity as an advocate in support of emergent bilinguals. The participant, an experienced elementary ESL teacher, constructed her identity as an advocate in her striving to address issues of equity and social justice during a period of shifting language policy in Massachusetts. The analysis reveals that she variously adopted, appropriated, or resisted normative discourses around advocating for emergent bilinguals and power relations over her career, and over the changing education policy context. This study is a step toward giving minoritized language teachers greater institutional support in their pursuit of advocacy work, by focusing on their emotions and identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01