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ERIC Number: EJ1160179
Record Type: Journal
Publication Date: 2017
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-1175
EISSN: N/A
From Deficit to Diversity: How Teachers of Recently Arrived Emergent Bilinguals Negotiate Ideological and Pedagogical Change
Ascenzi-Moreno, Laura
Schools: Studies in Education, v14 n2 p276-302 Fall 2017
Although the number and diversity of emergent bilingual students is rising, this population is viewed as homogeneous rather than vibrant and eclectic. This case study explores how two secondary teachers of English as a new language uncover the diversity of their recently arrived emergent bilingual population by implementing translanguaging pedagogy, a strength-based vision of student language development. The findings indicate that teachers' shifts in how they conceive of their students are intertwined with meaningful pedagogical changes.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A