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Full-Text Articles in Education
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Three Reading-Intervention Teachers’ Identity Positioning And Practices To Motivate And Engage Emergent Bilinguals In An Urban Middle School, Jung-In Kim, Kara Mitchell Viesca
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This study investigated three urban middle-school teachers’ practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers’ identity positioning. The three teachers’ sociocultural and sociopolitical positioning of their students (e.g. students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g. hybrid, calibrated, or imposed practices). The teachers’ historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom.
Multilingual Pedagogies And Pre-Service Teachers: Implementing “Language As A Resource” Orientations In Teacher Education Programs, Theresa Catalano, Edmund T. Hamann
Multilingual Pedagogies And Pre-Service Teachers: Implementing “Language As A Resource” Orientations In Teacher Education Programs, Theresa Catalano, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
While Ruiz’s (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings and expansions of Ruiz’s language-as-resource (LAR) approach and ways in which teacher education programs can model this orientation in their own classes, including those programs, like ours, that prepare mostly monolingual preservice and in-service teachers to work with bi/multilingual students. The authors pursue this by laying out the theoretical framework for …