Literaturnachweis - Detailanzeige
Autor/inn/en | Zoeller, Emily; Briceño, Allison |
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Titel | "We Can Be Bilingual Rather than an English Learner": Transnational Teachers Developing Strength-Based, Language-Focused Pedagogy |
Quelle | In: Teacher Education Quarterly, 49 (2022) 2, S.33-57 (25 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0737-5328 |
Schlagwörter | Second Language Learning; Bilingual Teachers; Teacher Education Programs; Writing Instruction; Bilingualism; Multilingualism; Second Language Instruction; Literacy Education; Teacher Attitudes; Faculty Development; Knowledge Base for Teaching; Self Concept; Teaching Methods; Teacher Characteristics; Foreign Nationals; Spanish Speaking; English (Second Language); Occupational Mobility; English Language Learners; Language Usage Zweitsprachenerwerb; Schreibunterricht; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Fremdsprachenunterricht; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Ausländer; Ausländerin; English as second language; English; Second Language; Englisch als Zweitsprache; Berufliche Mobilität; Sprachgebrauch |
Abstract | Transnational educators can be a tremendous resource for bi/multilingual students, but teacher preparation has not adequately supported their pedagogical development for teaching writing to bi/multilinguals in U.S. contexts. Using three cases from a qualitative self-study, we explore the narratives of three transnational teachers in a biliteracy development course and how a transliteracy practice shaped their understanding of language-focused writing pedagogy. Transliteracy is an innovative approach that applies a bilingual lens to student observation, teaching, and reflection. Data included coursework and interviews and were analyzed iteratively. Findings reveal that participants developed knowledge of language as a system, language as practice, and language as identity; the integration of this knowledge supported strength-based, language-focused pedagogy. Approaches that develop understanding of language through practice, like transliteracy, respond to a call to prepare educators with robust pedagogies that debunk deficit norms, embrace bi/multilingualism, and can support transnational teachers in their transition to teaching in the United States. (As Provided). |
Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |