"My Language Learners Seemed Like Ghosts": A Rural Teacher's Transformational Journey Implementing the Seal of Biliteracy

Autor/inn/en	Marichal, Nidza; Roldán, Arelis Rosario; Coady, Maria
Titel	"My Language Learners Seemed Like Ghosts": A Rural Teacher's Transformational Journey Implementing the Seal of Biliteracy
Quelle	In: Rural Educator, 42 (2021) 1, S.52-56 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Rural Areas; Literacy; Bilingualism; School Districts; English Language Learners; Spanish; Language Teachers; Second Language Learning; Second Language Instruction; Awards; Teacher Attitudes; Teaching Methods; Advocacy; Student Attitudes; Language Attitudes; Secondary School Students; Educational Benefits; Native Language Instruction; English (Second Language); Personal Narratives; Recognition (Achievement); Faculty Development; Florida + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; School district; Schulbezirk; Spanisch; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Award; Auszeichnung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialanwaltschaft; Schülerverhalten; Sprachverhalten; Sekundarschüler; Bildungsertrag; Native language education; Muttersprachlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Erlebniserzählung; Soziale Anerkennung
Abstract	This paper describes the personal and professional journey taken by one secondary Spanish teacher to implement the Seal of Biliteracy (SoBL) for English Learners (ELs) in a rural Florida school district. The teacher's goal was to promote bilingual pride among her ELs and to validate and build their bilingual abilities, which had been frequently unrecognized in the community. This promising practice in a rural Florida district demonstrates two important transformations: first was the teacher's personal views about bilingualism as an asset rather than a deficit, and second was the instructional practices she employed and fiercely advocated for on behalf of the ELs. Ultimately, the work of the teacher disrupted inequities that her bilingual students faced and positively affected their views of bilingualism and their lives in the rural school community. (As Provided).
Anmerkungen	National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://journals.library.msstate.edu/ruraled
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01