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Full-Text Articles in Education
Special Interest Group On Heritage Languages-Fall Newsletter, Theresa Y. Austin, Yvonne Farino, Rosario M. De Swanson, Joy Kreeft Peyton, Wei-Li Hsu
Special Interest Group On Heritage Languages-Fall Newsletter, Theresa Y. Austin, Yvonne Farino, Rosario M. De Swanson, Joy Kreeft Peyton, Wei-Li Hsu
Theresa Y. Austin
News on research and instruction in the world of heritage language education
American Council On The Teaching Of Foreign Languages-Heritage Language Sig Newsletter, Theresa Y. Austin, Yvonne Farino, Joy Payton
American Council On The Teaching Of Foreign Languages-Heritage Language Sig Newsletter, Theresa Y. Austin, Yvonne Farino, Joy Payton
Theresa Y. Austin
An Official Newsletter of ACTFL - August 2015
Responding To “Innocent” Racism: Educating Teachers In Politically Reflexive And Dialogic Engagement In Local Communities, Fatima Pirbhai-Illich, Theresa Y. Austin, Patricia Paugh, Yvonne Farino
Responding To “Innocent” Racism: Educating Teachers In Politically Reflexive And Dialogic Engagement In Local Communities, Fatima Pirbhai-Illich, Theresa Y. Austin, Patricia Paugh, Yvonne Farino
Theresa Y. Austin
This article develops the construct of ―innocent racism‖ and argues for keeping questions of race central in teacher education. The authors report three cases in which they, teacher educators working within a school/university alliance, identified and addressed racism in their courses. We situate our analyses within antiracist research informed by Critical Race Theory (CRT) where the teacher education students and ourselves struggled to recognize and address racism. Critical episodes are reflectively analyzed to challenge both teacher educators‘ and teachers‘ beliefs. We demonstrate how race still matters because of the ways in which it intersects with our practices. Examples of struggles …
Revisiting Collaborative Boundaries-Pioneering Change In Perspectives And Relations Of Power, Francis Bangou, Theresa Y. Austin
Revisiting Collaborative Boundaries-Pioneering Change In Perspectives And Relations Of Power, Francis Bangou, Theresa Y. Austin
Theresa Y. Austin
In this article, we examine collaboration as a situated practice that defies a prescriptive definition mainly located in the interpersonal relations of professionals. We argue that collaboration does not merely depend upon “good” will or professionalism, rather interacts complexly with racial expectations that have been cultivated in institutions where racism is manifested in subtle ways. We use Critical Race Theory (Ladson-Billings & Tate, 1995) to examine how we as 2 different pairs of teacher educators in innovative programs in different sites faced racial tensions through our co-teaching experiences. Each racially diverse pair consisted of a more senior faculty member and …
Conflicting Discourses In Language Teacher Education: Reclaiming Voice In The Struggle, Theresa Y. Austin
Conflicting Discourses In Language Teacher Education: Reclaiming Voice In The Struggle, Theresa Y. Austin
Theresa Y. Austin
According to the national study conducted by Cochran-Smith & Fries (2005), the majority of teacher candidates in the U.S. are White middle-class women. While those from the U.S. who become TESOL teachers are also primarily White middle-class women, given the global demand for English, there is also a sizable number of TESOL teachers from international backgrounds (Braine, 1999; Lurda, 2005). As the current population entering the profession of language-teacher education is now beginning to differ from those in the past because of this international component, this seems to be a particularly significant moment to examine what discourses are currently operational …
Collaborative Action Research: Building Authentic Literate Practices Into A Foreign Language Program, Theresa Y. Austin, Mark Blum
Collaborative Action Research: Building Authentic Literate Practices Into A Foreign Language Program, Theresa Y. Austin, Mark Blum
Theresa Y. Austin
Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.
Learning Through Diversity About Diversity, Theresa Y. Austin
Learning Through Diversity About Diversity, Theresa Y. Austin
Theresa Y. Austin
This article will illustrate how teachers and a teacher educator design innovative programs for world language instruction using principles from sociocultural theory, postcolonial theory, and critical theory. During the course of their planning and reflections, they address issues of diversity in the U.S. and in the world as a significant factor in instructional practice. Their dialogue demonstrates that diversity cannot be framed by outmoded thinking that equates the term with realities faced by and an issue confined to “minorities.” Rather, in this chapter, our conversation introduces specific examples of how teachers can design curricula that prepare all learners to move …