The African Storybook and Language Teacher Identity in Digital Times

Autor/inn/en	Stranger--Johannessen, Espen; Norton, Bonny
Titel	The African Storybook and Language Teacher Identity in Digital Times
Quelle	In: Modern Language Journal, 101 (2017), S.45-60 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12374
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; Social Capital; Cultural Capital; Observation; Interviews; Questionnaires; Reading Teachers; African Languages; Program Descriptions; Multilingualism; Professional Identity; Native Language; Language Usage; Teacher Supervision; Literacy; Foreign Countries; Elementary School Students; Uganda + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Sozialkapital; Beobachtung; Interviewing; Interviewtechnik; Fragebogen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland
Abstract	The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children's stories in multiple African languages, as well as English, French, and Portuguese. Based on Darvin and Norton's (2015) model of identity and investment, and drawing on the Douglas Fir Group's (2016) framework for second language acquisition, this study investigates Ugandan primary school teachers' investment in the ASb, its impact on their teaching, and their changing identities. The study was conducted in a rural Ugandan school from June to December 2014, and the data, which focus on one key participant, Monica, were drawn from field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. The findings indicate that through the ASb initiative and its stories, Monica and other teachers began to imagine themselves as writers, readers, and teachers of stories, reframing what it means to be a reading teacher. Teachers' shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision. The authors conclude that the enhancement of language teacher identity has important implications for the promotion of multilingual literacy for young learners in African communities. (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