"We Can Be Bilingual Rather than an English Learner": Transnational Teachers Developing Strength-Based, Language-Focused Pedagogy

Autor/inn/en	Zoeller, Emily; Briceño, Allison
Titel	"We Can Be Bilingual Rather than an English Learner": Transnational Teachers Developing Strength-Based, Language-Focused Pedagogy
Quelle	In: Teacher Education Quarterly, 49 (2022) 2, S.33-57 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Second Language Learning; Bilingual Teachers; Teacher Education Programs; Writing Instruction; Bilingualism; Multilingualism; Second Language Instruction; Literacy Education; Teacher Attitudes; Faculty Development; Knowledge Base for Teaching; Self Concept; Teaching Methods; Teacher Characteristics; Foreign Nationals; Spanish Speaking; English (Second Language); Occupational Mobility; English Language Learners; Language Usage + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Schreibunterricht; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Fremdsprachenunterricht; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Ausländer; Ausländerin; English as second language; English; Second Language; Englisch als Zweitsprache; Berufliche Mobilität; Sprachgebrauch
Abstract	Transnational educators can be a tremendous resource for bi/multilingual students, but teacher preparation has not adequately supported their pedagogical development for teaching writing to bi/multilinguals in U.S. contexts. Using three cases from a qualitative self-study, we explore the narratives of three transnational teachers in a biliteracy development course and how a transliteracy practice shaped their understanding of language-focused writing pedagogy. Transliteracy is an innovative approach that applies a bilingual lens to student observation, teaching, and reflection. Data included coursework and interviews and were analyzed iteratively. Findings reveal that participants developed knowledge of language as a system, language as practice, and language as identity; the integration of this knowledge supported strength-based, language-focused pedagogy. Approaches that develop understanding of language through practice, like transliteracy, respond to a call to prepare educators with robust pedagogies that debunk deficit norms, embrace bi/multilingualism, and can support transnational teachers in their transition to teaching in the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01