"I Think You Have to Be a Fighter": Novice ESL Teachers' Descriptions of Advocacy for Emergent Bilinguals

Autor/in	Garrone-Shufran, Stephanie
Titel	"I Think You Have to Be a Fighter": Novice ESL Teachers' Descriptions of Advocacy for Emergent Bilinguals
Quelle	In: Teacher Education Quarterly, 49 (2022) 3, S.48-69 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Language Teachers; Beginning Teachers; Novices; Second Language Instruction; English (Second Language); Teacher Attitudes; Advocacy; Graduate Study; Bilingual Students; Equal Education; Teacher Education; Stereotypes; Mentors; Parent Teacher Cooperation; School Policy; Power Structure; Personality Traits + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Junior teacher; Junglehrer; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Sozialanwaltschaft; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerausbildung; Lehrerbildung; Klischee; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schulpolitik; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	In this qualitative case study, six novice English as a second language (ESL) teachers in a graduate course were asked to describe how they had enacted advocacy for emergent bilinguals. Data were gathered from pre- and post- surveys and semistructured interviews conducted after the semester ended. While the ESL teachers in this study were willing and able to advocate for emergent bilinguals in certain ways, their understanding of the systemic inequities that necessitate advocating for emergent bilinguals was not made clear in the data collected. To improve the focus on advocacy in ESL teacher education, explicit study of how the systems of our schools and society serve to reinforce stereotypes and disadvantage emergent bilinguals should be included in coursework. Additionally, programs should create intentional mentorship pairings of novice ESL teachers with experienced teachers who act as strong advocates for their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01