Hannah Park , Jiaxuan Zong , Nihat Polat , Diane L. Schallert
{"title":"双语/ESL 在职教师的遗产语言和语言身份：来自多模态识字自传的证据","authors":"Hannah Park , Jiaxuan Zong , Nihat Polat , Diane L. Schallert","doi":"10.1016/j.tate.2024.104775","DOIUrl":null,"url":null,"abstract":"<div><p>Analyzing bilingual/ESL preservice teachers' multimodal autobiographies allowed us to investigate the role of one's linguistic/ethnic identities in professional development. Participants were 30 preservice teachers, mostly first-generation college students, in a teacher preparation program. Findings highlighted participants' selection of particular modal resources as they recounted their lived language/literacy history, pointing to participants' response to the language demands of their schooling contexts. Some reported difficult transitions to English-only classrooms, others expressed struggles to maintain their heritage language, and many recounted challenges with language proficiency in either or both languages. These experiences became a lifelong catalyst for pursuing a teaching career.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104775"},"PeriodicalIF":4.0000,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bilingual/ESL preservice teachers’ heritage language and language identity: Evidence from multimodal literacy autobiographies\",\"authors\":\"Hannah Park , Jiaxuan Zong , Nihat Polat , Diane L. Schallert\",\"doi\":\"10.1016/j.tate.2024.104775\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Analyzing bilingual/ESL preservice teachers' multimodal autobiographies allowed us to investigate the role of one's linguistic/ethnic identities in professional development. Participants were 30 preservice teachers, mostly first-generation college students, in a teacher preparation program. Findings highlighted participants' selection of particular modal resources as they recounted their lived language/literacy history, pointing to participants' response to the language demands of their schooling contexts. Some reported difficult transitions to English-only classrooms, others expressed struggles to maintain their heritage language, and many recounted challenges with language proficiency in either or both languages. These experiences became a lifelong catalyst for pursuing a teaching career.</p></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"152 \",\"pages\":\"Article 104775\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-09-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24003081\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003081","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Bilingual/ESL preservice teachers’ heritage language and language identity: Evidence from multimodal literacy autobiographies
Analyzing bilingual/ESL preservice teachers' multimodal autobiographies allowed us to investigate the role of one's linguistic/ethnic identities in professional development. Participants were 30 preservice teachers, mostly first-generation college students, in a teacher preparation program. Findings highlighted participants' selection of particular modal resources as they recounted their lived language/literacy history, pointing to participants' response to the language demands of their schooling contexts. Some reported difficult transitions to English-only classrooms, others expressed struggles to maintain their heritage language, and many recounted challenges with language proficiency in either or both languages. These experiences became a lifelong catalyst for pursuing a teaching career.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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