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

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-09-11 DOI:10.1016/j.tate.2024.104775

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引用次数: 0

摘要

通过分析双语/英语母语职前教师的多模态自传，我们得以研究一个人的语言/种族身份在专业发展中的作用。参与者为 30 名教师预备课程的职前教师，他们大多是第一代大学生。研究结果表明，参与者在讲述自己的语言/识字历史时，选择了特定的模式资源，这表明参与者对学校教育环境中的语言要求做出了回应。一些人报告了在纯英语课堂教学中的艰难过渡，另一些人则表达了在保持其传统语言方面的挣扎，还有许多人讲述了在两种语言或其中一种语言的语言能力方面所面临的挑战。这些经历成为他们终身从事教师职业的催化剂。

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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.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

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.