Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
TESOL Journal Pub Date : 2024-09-18 DOI:10.1002/tesj.882
Jorge Solís, Kristen Lindahl, Bedrettin Yazan
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引用次数: 0

Abstract

This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.
通过对社会文化教学实践的反思,构建促进语言发展的教师身份:与中学新兴双语教师合作
本文分享了一个正在实施的国家专业发展(NPD)项目的实施结果,该项目旨在提高中学教学内容领域的第二语言读写能力和双语能力。该项目是德克萨斯州南部一所大型公立大学与两个学区之间研究与实践合作的一部分,它吸引了正在寻求英语作为第二语言或双语教育额外认证的在职中学教师的参与。项目活动采用了促进语言发展的理论和研究视角,以影响中学教师的知识、态度/信念和实践。分析研究了中学在职内容领域教师如何通过专业学习活动,反映、叙述和确立他们作为新兴双语教师(EBs)的语言反应型专业身份。研究结果描述了参与者如何通过反思实践、数字语言故事和社会文化教学实践的实施,商讨他们作为对新兴双语者具有语言反应能力的教师的身份。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
TESOL Journal
TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.10%
发文量
54
期刊介绍: TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.
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