English as a Second Language Teachers' Perceptions of Care in an Anti-Immigrant Climate

Autor/inn/en	Dávila, Liv T.; Linares, Rebecca E.
Titel	English as a Second Language Teachers' Perceptions of Care in an Anti-Immigrant Climate
Quelle	In: International Multilingual Research Journal, 14 (2020) 4, S.355-369 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dávila, Liv T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2020.1747164
Schlagwörter	English (Second Language); Language Teachers; Teacher Attitudes; Caring; Immigrants; Social Bias; Middle School Teachers; High School Teachers; Minority Group Students; Empathy; Trust (Psychology); Teaching Methods; English Language Learners; Undocumented Immigrants; Teacher Student Relationship; Code Switching (Language) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Immigrant; Immigrantin; Immigranten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Illegaler Aufenthalt; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This qualitative study applies ethic of care and language ideological orientations to analyze how four middle and high school English as a Second Language (ESL) teachers perceived of care in their relationships with multilingual, multiracial, and multicultural ESL students with diverse immigration backgrounds. Findings show how the focal teachers sought to demonstrate care in their classrooms by engaging in pedagogical reflexivity and by upholding translanguaging stances regardless of their own linguistic backgrounds to encourage and facilitate their students' native language and literacy development. Data analysis revealed that empathy and trust were integrally embedded in teachers' ideologies and approaches. Implications for teaching and teacher education are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01