西班牙-英语中学双语教师在完成在线专业发展后的跨语言信息信念和实践

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2025-01-30 DOI:10.1016/j.linged.2025.101395

Allison Briceño , Claudia Rodriguez-Mojica , Sara Rutherford-Quach , Marisa Ruiz , Kathy Stoehr , Qican Sunny Cao

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引用次数: 0

摘要

作为美国教育部拨款的一部分，我们用西班牙语开发了60多个小时的在线专业发展（OPD）模块。这项混合方法研究：(1)探讨西班牙-英语中学双语教师在完成OPD前后语言意识形态的转变；(2)调查OPD资源是否以及如何支持实施反映跨语言教学法的实践。数据来源包括门诊前后的调查结果和半结构化访谈。对两项调查的量表进行分析；使用归纳和演绎代码对访谈进行迭代分析。调查分析显示，msbt的信仰发生了积极的变化，他们对自己实施文化和语言反应性教学的能力的信心也有所增强。参与者证明了使用OPD的知识和工具来克服过滤器（Bacon, 2020），将他们的语言意识形态转化为实践。

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Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development

As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development (OPD) modules in Spanish. This mixed methods study: (1) explores Spanish-English middle school bilingual teachers’ (MSBTs') shifts in language ideologies before and after completing the OPD, and (2) investigates if and how OPD resources support implementation of practices that reflect translanguaging pedagogy. Data sources include pre- and post-OPD survey results and semi-structured interviews. The two surveys were analyzed based on their scales; the interviews were analyzed iteratively using inductive and deductive codes. Survey analysis showed positive shifts in MSBTs’ beliefs and increased confidence regarding their ability to implement culturally and linguistically responsive instruction. The participants evidenced the use of knowledge and tools from the OPD to overcome filters (Bacon, 2020) to translate their language ideologies into practice.

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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

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.