Self-Study of Language and Literacy Teacher Education Practices : Culturally and Linguistically Diverse Contexts

Description

Cover Self-study of Language and Literacy Teacher Education Practices: Culturally and Linguistically Diverse Contexts Copyright Page Acknowledgments Contents About the Authors Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes Introduction Roots of the Project: Bridging Two Professional Communities Adding to the Knowledge Base: Themes and Organization Teacher Educator Development across the Career Span: A Life-Long Process Pedagogies and Policies Related to Improving and Sustaining Linguistic Diversity and Language Development Closing: Read for Bridges across the Landscapes! Notes References Part I: Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process The Accidental Teacher Educator: Learning to Be a Language Teacher Educator within Diverse Populations From Physics Teacher to Language and Literacy Teacher Methodology, Data Construction, and Data Analysis Episodes of a Literacy Teacher and an Accidental Teacher Educator Episode 1: Stranger in a Strange Land Episode 2: Confronting Old Discomforts Episode 3: Literacy Teacher in the Library Episode 4: Connecting with a Diverse Student Population through Martial Arts Episode 5: I Am Not a Literacy Coach. Nor Do I Want to Be Episode 6: I Am a Teacher Who Teaches Teachers Analyzing Six Episodes: Insights into My Own History with Language and Literacy Teaching Conclusions References Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia Introduction Our Learning while Raising Teachers’ Awareness of Local Resources The Value of Reflection in Self-Study Learning S-STEPs Teacher Educators Personal and Professional Histories Amparo Why Do I Engage in Research and Teaching in Settings with Low Socioeconomic and Culturally Diverse Students? Who I am: My Family, My Schooling Years and My Commitment to Education Navigating Two Cultures, Two Languages with an Open Mind: A Fulbright Identity Sharing What We Know in National and International Educational Communities Maribel From Individual to Shared Inquiry and Growth Deliberate Routes in Our Teacher Education Trajectories Doing Professional Development Insights: Challenging Our Identities, Beliefs, and Practices to Position the Local in ELT Education Conclusions References Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Ed... Introduction The Authors Theoretical Framework Identity and Learning Identity, Boundaries, and Positioning Research Design Contexts Data Sources and Data Analysis Findings I Am Uncertain! – Noticing Boundaries I Am Embarrassed! – Boundary Encounters I Made a Move – Readjusting Boundaries Discussion and Implications Conclusion References Discursive Resources in a Multicultural Education Course Introduction Literature Review Theoretical Framework Background and Aim Our Perspectives Classroom Context Methodology Institutional Contexts The Readings Data Collection and Analysis The Weekly Assignment Analysis Collaborative Discussions Findings Similarities Telling Differences Midwestern University Students Frame Race Western State Frames of Race Discourse of Individualism Learning about Ourselves Discussion and Implications References Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study by Four Culturally, Ethnically, and Linguistically... Introduction Background and Theoretical Framework Inquiry Inquiry as Stance Philosophy for Children Hawai‘i (p4cHI) Research Design Methods Data Sources and Data Collection Data Analysis Findings Naming and Framing the Intersection of Inquiry and Context Multiple Perspectives on Translating Theory to Practice Identifying Common Practices for Supporting the Development of an Inquiry Stance in Teacher Candidates across Diverse Contexts Informing Policy Work That Impacts the Diverse Student Populations and Communities That We Work In Discussion Teacher Educators Must Create Space to Observe Their Practice, Gain Perspective, and Clarify What They Are Truly Aiming to ... Teacher Educators Must Foster Classroom Social Climates That Are Characterized by Intellectual Safety and Openness to Diffe... Teacher Educators Need to Have Strong Determination and Momentum to Practice Inquiry Pedagogy and Overcome Their Frustratio... Teacher Educators Must Capitalize on the Ways in Which Contemporary Technologies (i.e., Google Docs) Can Support the Cultiv... Conclusions and Significance References Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study Introduction Context Self-Study Context Our Individual Academic Cultural Contexts Bethney’s Academic Culture of Educational Leadership Christi’s Academic Culture of Secondary Literacy Abby’s Academic Culture of Special Education Institutional Context Framing Our Use of Visual Literacy in 2014 Reframing Our Use of Visual Literacy in 2017 Theoretical Framework Feminist Perspectives Agency Public Homeplace Envisioning Lived Experiences Transactional Theory Triadic Signs Linguistic-experiential Reservoir Research Design and Analysis Findings The Role of Visuals in Our Teaching Practices: Objects and Mediums Our Role in Viewing and Using Visuals in Our Teaching Practices: An Interpretive Act Our Role as Self-study Educators in an Academically Diverse Community: Textualizing Lived Experiences to Understand Teachin... Significance References Part II: Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development Preparing Teachers for English Learners in Rural Settings Introduction Contributing to the Knowledge about Preparing Teachers to Teach ELs through Self-study Preparing Preservice Teachers to Effectively Teach English Learners Methodology The Participants A Unique Core Learning Experience Interacting with New International ESL Students on Campus Participating in an Instructional Conversation around an Academic Text Data Sources Data Analysis Limitations Findings Discussion What Does the Story Tell and What Purpose Does It Serve? Moving Forward References Appendix Facilitating Preservice Teachers’ Transformation through Intercultural Learning: Reflections from a Self-Study Introduction Intercultural Learning and Self-Study Theoretical Framework Methodology Context The Course: Introduction to Teaching English Language Learners From Action Research to Self-study Data Data Analysis Discussion of the Outcomes Disorienting Dilemma Reflection and Exploration of Assumptions Acquisition of Confidence in a New Role Behavioral Change Integration of New Perspective Implications Conclusion References Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community Introduction Context Aims and Objectives Framework Research Design and Analysis Our Work Through Spring and Summer Professional Development Institutes With Pueblo Language Teachers Our Learnings A Clearer Focus on Culture and Context Changes in Our Teaching Styles Evolution of Teacher Education Course Design Careful Navigation within the Pueblo and the University Summary of Key Learnings Discussion and Final Thoughts References Sifting Through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers Theoretical Framework and Review of the Literature Research on Teaching Literacy and Language Culturally Responsive Pedagogy Critical Literacy Bilingual Preservice Teachers Teaching English and Bilingual Learners Translanguaging Context The United Arab Emirates Linguistic Landscape Educational Landscape My Teaching Context Participants Methods Findings Phase I: Monolingual Approaches Sheltered Instruction Read Alouds Emerging Tensions Phase II: Affirming Preservice Teacher Bilingual Identities Incorporation of Arabic Picture Books Arabic English Book Reviews Digital Autobiographies Children’s Literature Books Poetry Insights and Implications Notes References Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course Introduction Purpose Theoretical Framing of Self-Study Praxis and Self-study Design and Methodology Designing Cycles Cycle 1 Cycle 2 Findings Cycle 1: Designing Praxis Cycle 2: Analyzing Praxis Educational and Pedagogical Importance of the Study References Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in... Introduction Theoretical Framework A Framework for Linguistically Responsive Teaching Self-Study of Teacher Education Practices (S-STEP) Research Design Practitioners Description of the SEI Course Participants Data Sources and Analysis Techniques Survey Practitioner Perspectives: Tensions, Challenges, and Opportunities Participant Perspectives: To What Extent Are We Prepared to Teach Language? Participants’ Views Discussion Implications Notes References Moving beyond “Très bien”: Examining Teacher Mediation in Lesson Rehearsals Situating the Study Self-study The Evolution of Our Collaborative Self-Study of Mediation in Lesson Rehearsal The Role of Rehearsal in the Core Practices Cycle Lesson Rehearsal as a ZPD Methodology Findings Theme 1: Supporting the Interaction through Assisting Questions Theme 2: Promoting Reflection by Linking Theory and Practice Theme 3: Knowing When to Back Off Discussion Conclusion Notes References Index