{"title":"Monolingual content-area teacher candidates’ identity work in an online teacher education course","authors":"Jessica McConnell , Zhongfeng Tian , Bedrettin Yazan","doi":"10.1016/j.linged.2023.101228","DOIUrl":null,"url":null,"abstract":"<div><p>This exploratory qualitative study presents the findings of a deductive analysis of the online teacher education coursework of four self-identified monolingual English-speaking content-area teacher candidates (TCs) at a Hispanic-serving university in the southwestern United States. Guided by Clarke's (2009) framework of ethical self-formation and Ruiz's (1984) orientations to language planning, the authors examined the intersections between identity construction and language ideologies as these TCs navigated their positionalities as monolinguals preparing to teach multilingual learners. Findings revealed that teacher candidates harbored both asset and deficit beliefs about teaching multilingual learners. Implications suggest that through reflective online teacher education coursework, monolingual content-area TCs may develop agency, empathy, and a multilingual stance as they challenge deficit beliefs about multilingual learners.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589823000876","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This exploratory qualitative study presents the findings of a deductive analysis of the online teacher education coursework of four self-identified monolingual English-speaking content-area teacher candidates (TCs) at a Hispanic-serving university in the southwestern United States. Guided by Clarke's (2009) framework of ethical self-formation and Ruiz's (1984) orientations to language planning, the authors examined the intersections between identity construction and language ideologies as these TCs navigated their positionalities as monolinguals preparing to teach multilingual learners. Findings revealed that teacher candidates harbored both asset and deficit beliefs about teaching multilingual learners. Implications suggest that through reflective online teacher education coursework, monolingual content-area TCs may develop agency, empathy, and a multilingual stance as they challenge deficit beliefs about multilingual learners.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.