Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

Autor/in	del Carmen Salazar, Maria
Titel	Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms
Quelle	In: Bilingual Research Journal, 33 (2010) 1, S.111-124 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Secondary School Teachers; Language Teachers; Second Language Instruction; Mexican Americans; Teacher Attitudes; Student Attitudes; Second Language Learning; English (Second Language); Teaching Methods; Ethnicity; Cultural Background; High School Students; Language Usage; Bilingualism; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Fremdsprachenunterricht; Hispanoamerikaner; Lehrerverhalten; Schülerverhalten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnizität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachgebrauch; Bilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings indicate that dehumanizing pedagogical stances by ESL teachers promote rigid language boundaries. In response, ESL students perceive the boundaries and articulate apprehension over the inevitable loss of their linguistic and cultural identities and they wage "huelgas" (strikes) of resistance. Findings also indicate that humanizing pedagogy promotes "huelgas" that foster cultural knowledge and pride. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10