ERIC Number: EJ1079139
Record Type: Journal
Publication Date: 2014
Reference Count: 42
Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a "Physics in Spanish" Course Activity
Settlage, John; Gort, Mileidis; Ceglie, Robert J.
Teacher Education Quarterly, v41 n3 p47-66 Sum 2014
Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict routines. However, to prepare culturally and linguistically responsive teachers, research showed trauma pedagogy as a tool for disrupting preservice teachers' preconceptions about ELLs and unsettled their perceptions about teaching in diverse settings. This article's intent is to provide reasons for hope, endorse regard for difference, and embrace individual identity (especially ethnicity and language) as salient to the prospects of becoming a successful teacher. To this end, the authors investigated how participation in a mediated language immersion experience influenced preservice teachers' views about culturally and linguistically diverse students.
Descriptors: Immersion Programs, Second Language Instruction, Teaching Methods, English Language Learners, Preservice Teachers, Student Attitudes, Social Attitudes, Student Diversity, Trauma, Power Structure, Classroom Techniques, Physics, Science Instruction, Methods Courses, Language of Instruction, Emotional Response, Check Lists, Observation, Case Studies, Spanish, Bilingual Students, Attitude Change, Barriers, Consciousness Raising
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: firstname.lastname@example.org; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A