Dual Language Teachers' Stated Barriers to Implementation of Culturally Relevant Pedagogy

Autor/inn/en	Freire, Juan A.; Valdez, Verónica E.
Titel	Dual Language Teachers' Stated Barriers to Implementation of Culturally Relevant Pedagogy
Quelle	In: Bilingual Research Journal, 40 (2017) 1, S.55-69 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freire, Juan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1272504
Schlagwörter	Culturally Relevant Education; Barriers; Teacher Educators; Social Justice; Bilingual Education; Elementary School Teachers; Teacher Attitudes; Urban Schools; Sociocultural Patterns; Spanish; English (Second Language); Second Language Learning; Time Management; Instructional Materials; Teaching Methods; Elementary School Students; Language of Instruction; Qualitative Research; Questionnaires; Utah + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Soziale Gerechtigkeit; Bilingual teaching; Bilingualer Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziokulturelle Theorie; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Zeitmanagement; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Qualitative Forschung; Fragebogen
Abstract	Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally relevant materials, lack of knowledge, and the belief that social justice topics were inappropriate for young children. The individual and contextual issues surrounding these barriers and their implications are discussed for teacher educators and those involved in dual language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01