Self-Study of Language and Literacy Teacher Education Practices : Culturally and Linguistically Diverse Contexts

Cover
Self-study of Language and Literacy Teacher Education Practices: Culturally and Linguistically Diverse Contexts
Copyright Page
Acknowledgments
Contents
About the Authors
Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes
	Introduction
	Roots of the Project: Bridging Two Professional Communities
	Adding to the Knowledge Base: Themes and Organization
	Teacher Educator Development across the Career Span: A Life-Long Process
	Pedagogies and Policies Related to Improving and Sustaining Linguistic Diversity and Language Development
	Closing: Read for Bridges across the Landscapes!
	Notes
	References
Part I: Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process
	The Accidental Teacher Educator: Learning to Be a Language Teacher Educator within Diverse Populations
		From Physics Teacher to Language and Literacy Teacher
		Methodology, Data Construction, and Data Analysis
		Episodes of a Literacy Teacher and an Accidental Teacher Educator
			Episode 1: Stranger in a Strange Land
			Episode 2: Confronting Old Discomforts
			Episode 3: Literacy Teacher in the Library
			Episode 4: Connecting with a Diverse Student Population through Martial Arts
			Episode 5: I Am Not a Literacy Coach. Nor Do I Want to Be
			Episode 6: I Am a Teacher Who Teaches Teachers
		Analyzing Six Episodes: Insights into My Own History with Language and Literacy Teaching
		Conclusions
		References
	Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia
		Introduction
		Our Learning while Raising Teachers’ Awareness of Local Resources
		The Value of Reflection in Self-Study
		Learning S-STEPs
		Teacher Educators Personal and Professional Histories
			Amparo
				Why Do I Engage in Research and Teaching in Settings with Low Socioeconomic and Culturally Diverse Students?
				Who I am: My Family, My Schooling Years and My Commitment to Education
				Navigating Two Cultures, Two Languages with an Open Mind: A Fulbright Identity
				Sharing What We Know in National and International Educational Communities
			Maribel
			From Individual to Shared Inquiry and Growth
			Deliberate Routes in Our Teacher Education Trajectories
				Doing Professional Development
		Insights: Challenging Our Identities, Beliefs, and Practices to Position the Local in ELT Education
		Conclusions
		References
	Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Ed...
		Introduction
		The Authors
		Theoretical Framework
			Identity and Learning
			Identity, Boundaries, and Positioning
		Research Design
			Contexts
			Data Sources and Data Analysis
		Findings
			I Am Uncertain! – Noticing Boundaries
			I Am Embarrassed! – Boundary Encounters
			I Made a Move – Readjusting Boundaries
		Discussion and Implications
		Conclusion
		References
	Discursive Resources in a Multicultural Education Course
		Introduction
		Literature Review
		Theoretical Framework
		Background and Aim
			Our Perspectives
			Classroom Context
		Methodology
			Institutional Contexts
			The Readings
			Data Collection and Analysis
				The Weekly Assignment
				Analysis
					Collaborative Discussions
		Findings
			Similarities
			Telling Differences
				Midwestern University Students Frame Race
				Western State Frames of Race
			Discourse of Individualism
			Learning about Ourselves
		Discussion and Implications
		References
	Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study by Four Culturally, Ethnically, and Linguistically...
		Introduction
		Background and Theoretical Framework
			Inquiry
			Inquiry as Stance
			Philosophy for Children Hawai‘i (p4cHI)
		Research Design
			Methods
			Data Sources and Data Collection
			Data Analysis
		Findings
			Naming and Framing the Intersection of Inquiry and Context
			Multiple Perspectives on Translating Theory to Practice
			Identifying Common Practices for Supporting the Development of an Inquiry Stance in Teacher Candidates across Diverse Contexts
			Informing Policy Work That Impacts the Diverse Student Populations and Communities That We Work In
		Discussion
			Teacher Educators Must Create Space to Observe Their Practice, Gain Perspective, and Clarify What They Are Truly Aiming to ...
			Teacher Educators Must Foster Classroom Social Climates That Are Characterized by Intellectual Safety and Openness to Diffe...
			Teacher Educators Need to Have Strong Determination and Momentum to Practice Inquiry Pedagogy and Overcome Their Frustratio...
			Teacher Educators Must Capitalize on the Ways in Which Contemporary Technologies (i.e., Google Docs) Can Support the Cultiv...
		Conclusions and Significance
		References
	Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study
		Introduction
		Context
			Self-Study Context
			Our Individual Academic Cultural Contexts
				Bethney’s Academic Culture of Educational Leadership
				Christi’s Academic Culture of Secondary Literacy
				Abby’s Academic Culture of Special Education
			Institutional Context
			Framing Our Use of Visual Literacy in 2014
			Reframing Our Use of Visual Literacy in 2017
		Theoretical Framework
			Feminist Perspectives
				Agency
				Public Homeplace
				Envisioning Lived Experiences
			Transactional Theory
				Triadic Signs
				Linguistic-experiential Reservoir
		Research Design and Analysis
		Findings
			The Role of Visuals in Our Teaching Practices: Objects and Mediums
			Our Role in Viewing and Using Visuals in Our Teaching Practices: An Interpretive Act
			Our Role as Self-study Educators in an Academically Diverse Community: Textualizing Lived Experiences to Understand Teachin...
		Significance
		References
Part II: Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development
	Preparing Teachers for English Learners in Rural Settings
		Introduction
		Contributing to the Knowledge about Preparing Teachers to Teach ELs through Self-study
		Preparing Preservice Teachers to Effectively Teach English Learners
		Methodology
			The Participants
			A Unique Core Learning Experience
			Interacting with New International ESL Students on Campus
			Participating in an Instructional Conversation around an Academic Text
			Data Sources
			Data Analysis
			Limitations
			Findings
		Discussion
			What Does the Story Tell and What Purpose Does It Serve?
		Moving Forward
		References
		Appendix
	Facilitating Preservice Teachers’ Transformation through Intercultural Learning: Reflections from a Self-Study
		Introduction
		Intercultural Learning and Self-Study
		Theoretical Framework
		Methodology
			Context
				The Course: Introduction to Teaching English Language Learners
				From Action Research to Self-study
			Data
			Data Analysis
		Discussion of the Outcomes
			Disorienting Dilemma
			Reflection and Exploration of Assumptions
			Acquisition of Confidence in a New Role
			Behavioral Change
			Integration of New Perspective
		Implications
		Conclusion
		References
	Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community
		Introduction
		Context
		Aims and Objectives
		Framework
		Research Design and Analysis
		Our Work
			Through Spring and Summer Professional Development Institutes
			With Pueblo Language Teachers
		Our Learnings
			A Clearer Focus on Culture and Context
			Changes in Our Teaching Styles
			Evolution of Teacher Education Course Design
			Careful Navigation within the Pueblo and the University
			Summary of Key Learnings
		Discussion and Final Thoughts
		References
	Sifting Through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers
		Theoretical Framework and Review of the Literature
			Research on Teaching Literacy and Language
				Culturally Responsive Pedagogy
				Critical Literacy
				Bilingual Preservice Teachers
				Teaching English and Bilingual Learners
				Translanguaging
		Context
			The United Arab Emirates
				Linguistic Landscape
				Educational Landscape
				My Teaching Context
				Participants
		Methods
		Findings
			Phase I: Monolingual Approaches
				Sheltered Instruction
				Read Alouds
				Emerging Tensions
			Phase II: Affirming Preservice Teacher Bilingual Identities
				Incorporation of Arabic Picture Books
				Arabic English Book Reviews
				Digital Autobiographies
				Children’s Literature Books
				Poetry
		Insights and Implications
		Notes
		References
	Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course
		Introduction
		Purpose
		Theoretical Framing of Self-Study
			Praxis and Self-study
		Design and Methodology
			Designing Cycles
			Cycle 1
			Cycle 2
		Findings
			Cycle 1: Designing Praxis
			Cycle 2: Analyzing Praxis
		Educational and Pedagogical Importance of the Study
		References
	Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in...
		Introduction
		Theoretical Framework
			A Framework for Linguistically Responsive Teaching
			Self-Study of Teacher Education Practices (S-STEP)
		Research Design
			Practitioners
			Description of the SEI Course
			Participants
		Data Sources and Analysis Techniques
			Survey
		Practitioner Perspectives: Tensions, Challenges, and Opportunities
		Participant Perspectives: To What Extent Are We Prepared to Teach Language?
			Participants’ Views
		Discussion
		Implications
		Notes
		References
	Moving beyond “Très bien”: Examining Teacher Mediation in Lesson Rehearsals
		Situating the Study
			Self-study
		The Evolution of Our Collaborative Self-Study of Mediation in Lesson Rehearsal
			The Role of Rehearsal in the Core Practices Cycle
			Lesson Rehearsal as a ZPD
		Methodology
		Findings
			Theme 1: Supporting the Interaction through Assisting Questions
			Theme 2: Promoting Reflection by Linking Theory and Practice
			Theme 3: Knowing When to Back Off
		Discussion
		Conclusion
		Notes
		References
Index