小学ESL教师对新兴双语者的倡导:第三空间视角

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jihea Maddamsetti
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引用次数: 1

摘要

这项为期一年的多案例研究考察了三位小学水平的ESL教师如何理解他们对新兴双语者的倡导,他们在倡导过程中产生了什么紧张关系,以及他们如何处理这些紧张关系。使用基于第三空间理论和现有教师批判意识倡导研究的理论模型,对访谈、教学文物和观察结果进行了分析。这些教师将他们的倡导概念化的方式(即非批判性,批判性新兴和批判性意识)与他们作为倡导者遇到的紧张关系联系在一起(即倡导作为核心理念与边缘理念;倡导信念与行动;意识形态的一致与不一致)。教师参与者通常通过与第三空间的利益相关者接触来处理紧张关系,第三空间是正式和非正式社会互动空间之间的混合区域。教师参与者在第三空间中采取的一些行动包括与新兴双语家庭共同构建新的文化知识;在学校和学生社区之间搭建桥梁;重新设想替代实践。本研究表明,第三空间可以帮助教师和利益相关者共同识别源于不同目标的紧张关系,并帮助他们合作倡导新兴双语者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Elementary ESL teachers’ advocacy for emerging bilinguals: a third space perspective
ABSTRACT This year-long multiple case study examines how three elementary-level ESL teachers understood their advocacy for emerging bilinguals, what tensions arose during their advocacy, and how they dealt with those tensions. Interviews, teaching artefacts, and observations were analyzed using a theoretical model informed by third space theory and existing research on teachers’ critically conscious advocacy. The way that these teachers conceptualized their advocacy (i.e. non-critical, critically emerging, and critically conscious) was tied to the tensions that they encountered as advocates (i.e. advocacy as core versus marginal ideas; advocacy beliefs versus actions; ideological alignment versus misalignment). Teacher participants often dealt with tensions by engaging with stakeholders in third spaces, which are hybrid zones between formal and informal spaces of social interactions. Some of the actions that teacher participants took within third spaces included co-constructing new cultural knowledge with emerging bilinguals’ families; building bridges between the school and their students’ communities; and reimagining alternative practices. This study shows that third spaces can help teachers and stakeholders to jointly identify tensions stemming from divergent goals and help them to collaborate in advocating for emerging bilinguals.
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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