“我们低估了学生的能力：基于多种语言资产的双语教师候选人

IF 1.7 Q1 LINGUISTICS

Bilingual Research Journal Pub Date : 2022-01-02 DOI:10.1080/15235882.2022.2065382

Allison Briceño, E. Zoeller

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引用次数: 1

摘要

双语学习者的公平教学意味着培养学生的语言优势。这项批判性的质的自学探索了职前双语教师如何通过结构化、整体的写作教学方法发展意识形态和教育学。七名双语教师候选人在写作教学、观察学生资产和跨语言教学中采用了策略性的翻译方法。数据包括半结构化访谈和课程作业。研究结果表明，教师在实施全面的双语实践时，其思想和教学清晰度得到了共同发展。对双语教师教育的影响包括：（1）为教师候选人提供实践基于资产的形成性评估和教学的机会；（2）采用全面的双语导向；以及（3）创造空间来发展意识形态和教育学，打破有害的单语范式、实践和规范。

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“Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets

ABSTRACT Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes semi-structured interviews and coursework. Findings showed teachers’ ideological and pedagogical clarity co-developed as they implemented a holistic biliteracy practice. Implications for bilingual teacher education include (1) providing opportunities for teacher candidates to practice assets-based formative assessment and instruction; (2) employing a holistic biliteracy orientation; and (3) creating spaces to develop ideology and pedagogy that dismantles harmful monolingual paradigms, practices, and norms.

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来源期刊

Bilingual Research Journal LINGUISTICS-

CiteScore

2.60

自引率

12.50%

发文量

期刊介绍： The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.