“这不对!”教师们讲述了在2019冠状病毒病期间多语种家庭参与的故事

IF 2.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Barbara Ettenauer, Katherine L. McIntosh, Cory A. Buxton
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引用次数: 0

摘要

在疫情期间,许多教师与多语种家庭合作并为他们发声。然而,在远程教学中,教师对多语言家庭参与的理解如何以及为什么发生了变化,我们知之甚少。这项研究让来自一个拥有少数多语种学生的学区的六位教师有机会讲述他们的故事。使用图形世界理论和话语分析来解释深入的数据,以揭示这组教师在COVID-19期间如何形成多语言家庭参与的图形世界。调查结果表明,即使这些教师与其他教育工作者一样面临着远程教学的挑战,他们也很快意识到与家庭合作的重要性。这种新的理解导致了他们行动的重新调整。此外,这些教师成为变革的推动者,因为他们开始代表学生解决因大流行病而日益明显的不平等现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19
Abstract Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers’ understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their stories. Figured worlds theory and discourse analysis were used to interpret in-depth data to uncover how the figured world of multilingual family engagement developed for this group of teachers during COVID-19. Findings showed that even if these teachers dealt with the same challenges of remote teaching as other educators, they quickly began to realize how important partnerships with the families are. This new understanding resulted in a realignment of their actions. Moreover, these teachers became agents of change as they started to address inequities on behalf of their students which were increasingly made visible by the pandemic.
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来源期刊
CiteScore
4.70
自引率
0.00%
发文量
34
期刊介绍: Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.
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