Finding and Enacting Agency: An Elementary ESL Teacher's Perceptions of Teaching and Learning in the Era of Standardized Testing

Autor/inn/en	Sánchez-Suzuki Colegrove, Kiyomi; Zúñiga, Christian E.
Titel	Finding and Enacting Agency: An Elementary ESL Teacher's Perceptions of Teaching and Learning in the Era of Standardized Testing
Quelle	In: International Multilingual Research Journal, 12 (2018) 3, S.188-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2018.1474061
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Disadvantaged; Student Projects; Active Learning; Teaching Methods; Ethnography; Cultural Differences; Video Technology; Cues; High Stakes Tests; Standards; Professional Autonomy; Social Differences; Elementary School Teachers; Teacher Attitudes; Interviews; Observation; Texas + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Kultureller Unterschied; Stichwort; Standard; Berufsfreiheit; Sozialer Unterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung
Abstract	The purpose of this article is to examine how a first-grade ESL teacher understands teaching and learning as she explores her agency (and that of her students) in implementing and experimenting with project-based instruction (PBI) in her economically, culturally, and linguistically diverse classroom. Utilizing video-cued ethnography and drawing on teacher agency, pedagogy of hope, and identity in discourse, we explore how the process of implementing PBI and opportunities for reflection supported this teacher in examining her teaching approach while teaching in a high-stakes testing environment. Data suggested that when teachers have the professional agency to embrace more dynamic teaching practices without fear of failing, they can discover spaces to enact agency, extend agentic opportunities to their students, and create classrooms of hope, especially for marginalized communities in this era of standardization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01