ERIC Number: EJ884735
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 27
Bilingual Teachers-in-the-Making in Urbantown
Varghese, Manka M.
Journal of Multilingual and Multicultural Development, v27 n3 p211-224 2006
This study, based on ethnographic methods, explores how the professional identities of a group of bilingual (Spanish/English) Latino/a teachers-in-the-making in an urban public school district in the USA are formed and enacted. It illustrates the national and local discourses that influence novice bilingual teachers in their professional identities. But it also focuses on the structural influences and the ways that teachers respond to such influences. The study found that teachers developed a complex, sometimes conflicted, sense of their professional identities and these were mediated by their responses to their marginalisation, their professional development, local setting(s) and their personal histories. Another important finding of this study was the resulting variation of professional identities the teachers enacted due to a host of influences, causing some to leave the profession and others to stay. This research suggests viewing professional development for bilingual teachers as a place where discussion and dissent is encouraged, and a process of what teachers may become rather than solely what they should know. It also underscores the importance of viewing professional development and the making of bilingual teachers as an interaction of structural and agentive influences.
Descriptors: Ethnography, Career Change, Bilingual Teachers, Professional Development, Bilingualism, Spanish, English (Second Language), Second Language Learning, Urban Areas, School Districts, Hispanic Americans, Teacher Education, Institutes (Training Programs)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A