Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

Autor/inn/en	Athanases, Steven Z.; Banes, Leslie C.; Wong, Joanna W.
Titel	Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color
Quelle	In: Bilingual Research Journal, 38 (2015) 1, S.65-87 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2015.1017622
Schlagwörter	Bilingual Teachers; Minority Group Teachers; Preservice Teachers; Knowledge Base for Teaching; Undergraduate Students; Language Attitudes; Student Attitudes; Surveys; Profiles; Metalinguistics; Likert Scales; Language Proficiency; Multilingualism; Cultural Awareness; Cultural Background; English (Second Language); Second Language Learning; Poetry; Personal Narratives; Hispanic American Students; Asian American Students; Career Choice; Language Usage; Monolingualism; California + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Sprachverhalten; Schülerverhalten; Survey; Umfrage; Befragung; Charakterisierung; Profilanalyse; Metalanguage; Metasprache; Likert-Skala; Language skill; Language skills; Sprachkompetenz; Mehrsprachigkeit; Multilingualismus; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lyrik; Poesie; Erlebniserzählung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Sprachgebrauch; Kalifornien
Abstract	Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive inquiry to foster reflections on language histories, repertoires, and ideologies. Using surveys, writings, and focal student language profiles, the study surfaced themes and contrasts across profiles and found that self-reflexive inquiry promoted metalinguistic awareness and helped students begin to leverage their linguistic resources in generating ideas for teaching linguistically diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01