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Bilingual, Multilingual, and Multicultural Education
Curriculum and Instruction Faculty Publications and Presentations
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Full-Text Articles in Education
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, English Learners (ELs) are being educated in mainstream classrooms alongside English fluent students. Using a positioning theory framework, this multiple case study explored how ELs reflexively positioned themselves during interactions with their peers as well as how English fluent peers interactionally positioned ELs. Drawing upon multiple data sources, (i.e., observations, interviews, and artifacts), and using cross case analysis techniques, we found that ELs’ reflexive positioning was influenced by their language history and schooling context and peers’ interactional positioning moves limited ELs’ access to academic interactions. These findings pose important considerations regarding the academic and linguistic access of ELs in …
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, mainstream classroom teachers are working with (ELs), however, little is known about what dilemmas these teachers face in their practice with ELs. Using a dilemmatic spaces framework, this case study explored the dilemmas a fourth grade teacher negotiated while working with ELs in her low-incidence school. Drawing upon multiple data sources, (i.e., observations, interviews, and artifact analysis), and using iterative and thematic analysis techniques, three dilemmas were identified. These included: (1) a lack of professional experience with ELs, (2) lack of support from the ESL teacher, and (3) conflicting administrative expectations. These findings pose important considerations for the teaching …
“I Understand What These Students Are Experiencing”: Linguistically Diverse Preservice Teachers’ Narratives Regarding English Learners, Amanda Sugimoto
“I Understand What These Students Are Experiencing”: Linguistically Diverse Preservice Teachers’ Narratives Regarding English Learners, Amanda Sugimoto
Curriculum and Instruction Faculty Publications and Presentations
Preservice teachers enter their preparation programs with multiple years of experience in schools as k-12 students. Past schooling experiences, or their ‘apprenticeship of observation’ (Lortie, 1975), often shape preservice teachers’ understandings of schools, teaching, and learning. Teacher preparation programs must address these experiences and related preconceptions when preparing preservice teachers to work with students, specifically diverse student populations (Hammerness et al., 2005). While the majority of the teaching force remains White, female, and monolingual English speaking, the scholarly community has begun to focus on the preparation of diverse preservice teachers (e.g., Tsui, 2007). This study focuses on one such a …
A Mindfulness To Transcend Pre-Service Lip-Service A Call For K-12 Schools To Invest In Social Justice Education, Olivia Jo Murray
A Mindfulness To Transcend Pre-Service Lip-Service A Call For K-12 Schools To Invest In Social Justice Education, Olivia Jo Murray
Curriculum and Instruction Faculty Publications and Presentations
In her book, "Other People's Children," Lisa Delpit (1995) criticizes the deficits of teacher education programs that avoid and repress the multicultural voices found in American classrooms today. This author supports Delpit's argument to reform teacher preparation programs, but for the purpose of this article she will explore the responsibility of individual schools that presently ignore and deny the multicultural facets of a typically diverse classroom. In doing so, the author plans to expose three main features of promoting social justice that she suggests individual schools be held accountable for in order to move toward the full inclusion of all …