Literaturnachweis - Detailanzeige
Autor/inn/en | McConnochie, Meredith; González, Eileen M. |
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Titel | Developing Teacher Critical Language Awareness through Narrative (Funds of) Knowledging |
Quelle | In: Journal of Language, Identity, and Education, 22 (2023) 4, S.308-322 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8458 |
DOI | 10.1080/15348458.2023.2202585 |
Schlagwörter | Masters Programs; Language Teachers; Teacher Education Programs; Second Language Learning; Second Language Instruction; English (Second Language); Cultural Background; Metalinguistics; Ethnography; Action Research; Research Proposals; Power Structure; Decision Making; Curriculum Design; Sociolinguistics; Faculty Development; Student Characteristics; Bilingualism; Teacher Attitudes; Moral Values; Churches; Spanish; Middle School Teachers; Teacher Student Relationship; Form Classes (Languages); Native Language; Food; Video Technology; Connecticut Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Metalanguage; Metasprache; Ethnografie; Projektforschung; Forschungsgegenstand; Decision-making; Entscheidungsfindung; Lehrplangestaltung; Soziolinguistik; Bilingualismus; Lehrerverhalten; Moral value; Ethischer Wert; Church; Kirche; Spanisch; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Analytischer Sprachbau; Lebensmittel |
Abstract | This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers' research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |