“我们低估了学生的能力:基于多种语言资产的双语教师候选人

IF 1.7 Q1 LINGUISTICS Bilingual Research Journal Pub Date : 2022-01-02 DOI:10.1080/15235882.2022.2065382
Allison Briceño, E. Zoeller
{"title":"“我们低估了学生的能力:基于多种语言资产的双语教师候选人","authors":"Allison Briceño, E. Zoeller","doi":"10.1080/15235882.2022.2065382","DOIUrl":null,"url":null,"abstract":"ABSTRACT Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes semi-structured interviews and coursework. Findings showed teachers’ ideological and pedagogical clarity co-developed as they implemented a holistic biliteracy practice. Implications for bilingual teacher education include (1) providing opportunities for teacher candidates to practice assets-based formative assessment and instruction; (2) employing a holistic biliteracy orientation; and (3) creating spaces to develop ideology and pedagogy that dismantles harmful monolingual paradigms, practices, and norms.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"8 - 25"},"PeriodicalIF":1.7000,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"“Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets\",\"authors\":\"Allison Briceño, E. Zoeller\",\"doi\":\"10.1080/15235882.2022.2065382\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes semi-structured interviews and coursework. Findings showed teachers’ ideological and pedagogical clarity co-developed as they implemented a holistic biliteracy practice. Implications for bilingual teacher education include (1) providing opportunities for teacher candidates to practice assets-based formative assessment and instruction; (2) employing a holistic biliteracy orientation; and (3) creating spaces to develop ideology and pedagogy that dismantles harmful monolingual paradigms, practices, and norms.\",\"PeriodicalId\":46530,\"journal\":{\"name\":\"Bilingual Research Journal\",\"volume\":\"45 1\",\"pages\":\"8 - 25\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2022-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Bilingual Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15235882.2022.2065382\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Bilingual Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15235882.2022.2065382","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 1

摘要

双语学习者的公平教学意味着培养学生的语言优势。这项批判性的质的自学探索了职前双语教师如何通过结构化、整体的写作教学方法发展意识形态和教育学。七名双语教师候选人在写作教学、观察学生资产和跨语言教学中采用了策略性的翻译方法。数据包括半结构化访谈和课程作业。研究结果表明,教师在实施全面的双语实践时,其思想和教学清晰度得到了共同发展。对双语教师教育的影响包括:(1)为教师候选人提供实践基于资产的形成性评估和教学的机会;(2) 采用全面的双语导向;以及(3)创造空间来发展意识形态和教育学,打破有害的单语范式、实践和规范。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
“Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets
ABSTRACT Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes semi-structured interviews and coursework. Findings showed teachers’ ideological and pedagogical clarity co-developed as they implemented a holistic biliteracy practice. Implications for bilingual teacher education include (1) providing opportunities for teacher candidates to practice assets-based formative assessment and instruction; (2) employing a holistic biliteracy orientation; and (3) creating spaces to develop ideology and pedagogy that dismantles harmful monolingual paradigms, practices, and norms.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
相关文献
二甲双胍通过HDAC6和FoxO3a转录调控肌肉生长抑制素诱导肌肉萎缩
IF 8.9 1区 医学Journal of Cachexia, Sarcopenia and MusclePub Date : 2021-11-02 DOI: 10.1002/jcsm.12833
Min Ju Kang, Ji Wook Moon, Jung Ok Lee, Ji Hae Kim, Eun Jeong Jung, Su Jin Kim, Joo Yeon Oh, Sang Woo Wu, Pu Reum Lee, Sun Hwa Park, Hyeon Soo Kim
具有疾病敏感单倍型的非亲属供体脐带血移植后的1型糖尿病
IF 3.2 3区 医学Journal of Diabetes InvestigationPub Date : 2022-11-02 DOI: 10.1111/jdi.13939
Kensuke Matsumoto, Taisuke Matsuyama, Ritsu Sumiyoshi, Matsuo Takuji, Tadashi Yamamoto, Ryosuke Shirasaki, Haruko Tashiro
封面:蛋白质组学分析确定IRSp53和fastin是PRV输出和直接细胞-细胞传播的关键
IF 3.4 4区 生物学ProteomicsPub Date : 2019-12-02 DOI: 10.1002/pmic.201970201
Fei-Long Yu, Huan Miao, Jinjin Xia, Fan Jia, Huadong Wang, Fuqiang Xu, Lin Guo
来源期刊
CiteScore
2.60
自引率
12.50%
发文量
23
期刊介绍: The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.
期刊最新文献
To tell a story: Toward more-inclusive narratives for bi/multilingual learners Indigenous Latinx students and translanguaging: The possibilities and challenges of using K’iche’ in a kindergarten Spanish-English handwriting classroom “I wasn’t trained for ELD”: The experiences of bilingual content-area teachers Blackness in dual language bilingual education research: A call to expand constructions of U.S. Latinidad Feeling Saudade: Transborder Brazilian children’s critical consciousness in liminal zones of dual language bilingual education classrooms
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1