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

Athanases, Steven Z.; Banes, Leslie C.; Wong, Joanna W.

doi:10.1080/15235882.2015.1017622

Cited by 25 publications

(13 citation statements)

References 30 publications

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“…Half of these studies described the development of PSTs' sociolinguistic consciousness, while others emphasized a value for language diversity (nine studies), an inclination to advocate (six studies), or a value for relationship building with MLLs (three studies). Although the development of PSTs' sociolinguistic consciousness was often accompanied by attention to PSTs' value for language diversity (Athanases, Banes, & Wong, 2015;Kayi-Aydar, 2015) or inclination to 2013Ahn 2010Athanases, Banes, and Wong 2015Baecher, Schieble, Rosalia, and Rorimer 2013Amaro-Jiménez 2016Bollin 2007Bunten 2010Athanases and Martin 2006Cho, Rios, Trent, and Mayfield (2012) Dong (2004) Dantas-Whitney and Waldschmidt 2009Clark-Goff and Eslami (2016)…”

Section: Focus On Beliefs: the Orientations Activity Systemmentioning

confidence: 99%

“…Programmatic studies of MLL teacher preparation should also attend to diversity within the PST population. It is only in very recent years that teacher education scholars have paid attention to how PSTs' experiences and backgrounds shape their learning and development related to teaching MLLs (Athanases et al, 2015;Eros, 2016;Miller, 2017). Yet the vast majority of studies in our review explored groups of PSTs without examining variation in the development of orientations or PKS by race/ ethnicity, language background, or prior experience in linguistically and culturally diverse settings.…”

Section: Program-wide Coherence In Teacher Preparation For Multilingumentioning

confidence: 99%

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Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

Solano-Campos

Hopkins

Quaynor

2018

Journal of Teacher Education

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This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts.

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Section: Focus On Beliefs: the Orientations Activity Systemmentioning

confidence: 99%

Section: Program-wide Coherence In Teacher Preparation For Multilingumentioning

confidence: 99%

Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

Solano-Campos

Hopkins

Quaynor

2018

Journal of Teacher Education

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“…As the most powerful decision makers in the classroom, teachers’ language identities and ideologies underpin their instructional beliefs, tasks, and interactions with students and parents (Kayi‐Aydar et al, ). The dominant ideologies that maintain the societal power relations prevail through the curriculum, although teachers and students can interrogate, challenge, and destabilize these ideologies by developing self‐reflexivity and awareness of dominant language ideologies (Athanases, Banes, & Wong, ; Lindahl & Henderson, ).…”

Section: Language Ideologiesmentioning

confidence: 99%

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Yazan

2019

TESOL Journal

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This study examines the use of autoethnography as a teacher learning activity in a graduate-level Linguistic for Classroom Teachers course to provide teacher candidates (TCs) with a discursive and experiential space to engage in narrative identity work. Designed as a semester-long critical autoethnographic narrative (CAN), this teacher learning activity included language ideologies as a conceptual lens to guide six teacher candidates' analysis of their experiences learning, using, and teaching languages. This study focuses on one of six TCs, Sara, as an information-rich case selected with intensity sampling, and examines how she approaches and analyzes language ideologies and identity positions in her CAN. It specifically addresses the following research question: How does Sara make sense of language ideologies and identity positions as she recounts and examines the stories in her autoethnography? To answer this question, the author analyzes the following CAN components as data: four installments, one-on-one feedback sessions, discussion board posts, concept map of CAN, pair work of rubric co-construction, and CAN presentation. The findings demonstrate that in her CAN assignment, Sara discusses valorization and hierarchization in language ideologies, explores border patrolling and identity positioning in language ideologies, and destabilizes ideological binaries as she constructs her teacher identity through narrative.

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“…Attention to diversity in teacher education for the bilingual classroom is equally important for all candidates, those who are White (Sleeter, 2001; Villegas & Davis, 2008) and those of color (Athanases, Banes, & Wong, 2015). For White teacher candidates, it is important to critically examine their values, beliefs, and privileges.…”

Section: Notions Of Identitymentioning

confidence: 99%

“…For candidates of color, similar explorations as well as careful analysis that taps into the resources and assets they might bring to teaching are necessary (Villegas & Davis, 2008). Ideologies are important, as they are mediated by one’s values and beliefs and shape instructional practices (Athanases et al, 2015; Philip, 2011).…”

Section: Notions Of Identitymentioning

confidence: 99%

Preparing Bilingual Teachers

Martínez-Álvarez

Cuevas

Torres-Guzmán

2017

Journal of Teacher Education

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This study draws upon a survey of writing conceptions and cultural dispositions data, as well as multimodal compositions allowing bilingual teacher candidates to recursively explore and deepen the relationships between language, identity, and culture in learning. We found that teacher candidates did rethink the relationships through the multimodal tool. Moreover, their epistemic writing conceptions were correlated with high intercultural dispositions and multimodal complexity. The multimodal composition allowed candidates to follow individually distinct processes, but they all made more references to their imagined teaching practice at the end of the learning experience. These references were the result of, and resulted in, a deeper reflection of the relationships. Our results have implications for preparing teachers to confront the reality of diverse classrooms through more flexible pedagogical practices that allow for diverse modes of meaning making, such as the multimodal composition in this study.

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

Cited by 25 publications

References 30 publications

Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

Preparing Bilingual Teachers

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