NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1164882
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1542-7587
EISSN: N/A
"The Soccer Field, It Has Dirt": A Critical Analysis of Teacher Learners in Contact with Emergent Multilingual Students
Catalano, Theresa; Reeves, Jenelle R.; Wessels, Stephanie
Critical Inquiry in Language Studies, v15 n1 p1-20 2018
In today's globalized world, superdiversity and global migration have led to an increased focus on emergent multilingual students and how schools can best serve them. The authors explore how teacher learners in an undergraduate course on emergent multilinguals in a mid-sized university in the Midwest critically reflect on their learning in a practicum experience. Utilizing tools and perspectives from critical discourse studies (CDS), the researchers/teacher educators examine ideologies that surface in teacher learner reflections on their practicum experiences to find out how they renegotiate (or withhold) their beliefs while connecting to critical readings, coursework, and their experiences working with emergent multilingual students. Findings reveal ethnocentrism, gaps in understanding of language practices, continued misconceptions about language learning, and ideologies that view languages other than English as a privilege. However, findings also show some areas of growth resulting from their participation in the teacher education program. The authors then provide suggestions for further improvement of teacher education courses focused on emergent multilinguals.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska
Grant or Contract Numbers: N/A