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ERIC Number: EJ1361488
Record Type: Journal
Publication Date: 2022
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0737-5328
EISSN: N/A
Available Date: N/A
"We Can Be Bilingual Rather than an English Learner": Transnational Teachers Developing Strength-Based, Language-Focused Pedagogy
Emily Zoeller; Allison Briceño
Teacher Education Quarterly, v49 n2 p33-57 Spr 2022
Transnational educators can be a tremendous resource for bi/multilingual students, but teacher preparation has not adequately supported their pedagogical development for teaching writing to bi/multilinguals in U.S. contexts. Using three cases from a qualitative self-study, we explore the narratives of three transnational teachers in a biliteracy development course and how a transliteracy practice shaped their understanding of language-focused writing pedagogy. Transliteracy is an innovative approach that applies a bilingual lens to student observation, teaching, and reflection. Data included coursework and interviews and were analyzed iteratively. Findings reveal that participants developed knowledge of language as a system, language as practice, and language as identity; the integration of this knowledge supported strength-based, language-focused pedagogy. Approaches that develop understanding of language through practice, like transliteracy, respond to a call to prepare educators with robust pedagogies that debunk deficit norms, embrace bi/multilingualism, and can support transnational teachers in their transition to teaching in the United States.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A