Dilemmas in Teaching Heritage Language Learners: The Voice of an L2 Spanish Teacher Candidate

Autor/in	Yagata, Katsuhide
Titel	Dilemmas in Teaching Heritage Language Learners: The Voice of an L2 Spanish Teacher Candidate
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 9, S.1392-1404 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yagata, Katsuhide)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1592106
Schlagwörter	Preservice Teachers; Spanish; Heritage Education; Second Language Learning; Second Language Instruction; Language Teachers; Student Attitudes; Practicums; Hermeneutics; Phenomenology; Case Studies; Professional Identity; Pedagogical Content Knowledge; Whites; Native Speakers; Student Characteristics; Ethics; Teacher Educators; Hispanic American Students; Holistic Approach; High School Students; Teaching Experience + Suchen Sie Ihr Suchwort? Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schülerverhalten; Practicum; Praktikum; Praktika; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; White; Weißer; Muttersprachler; Ethik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Holistischer Ansatz; High school; High schools; Oberschule
Abstract	Attending to the narrative of a teacher candidate regarding his practicum experience with heritage language learners (HLLs) and L1 Spanish learners, this hermeneutic phenomenological case study describes the identity struggles he encountered during the experience. Findings show that his struggles resulted not only from a perceived lack of pedagogical knowledge or skill, but also from intersecting issues as a White, L2 Spanish teacher teaching Latinx HLLs and L1 Spanish learners: perceiving himself not to be as competent in Spanish language as his students, appearing inauthentic in the context of teaching HLLs and L1 Spanish learners, and feeling unethical to be in an authoritative position in these classrooms. Discussion and implications suggest that we, as second language teachers, teacher educators, and second language teacher education as a field, should take into account a broader view of the complexities of the contextualized realities of teachers we work with, and that we should continue exploring these issues relationally and holistically in our research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01