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ERIC Number: EJ893853
Record Type: Journal
Publication Date: 2010-Aug
Pages: 28
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-0034-527X
Navigating Tensions in the Process of Change: An English Educator's Dilemma Management in the Revision and Implementation of a Diversity-Infused Methods Course
Gort, Mileidis; Glenn, Wendy J.
Research in the Teaching of English, v45 n1 p59-86 Aug 2010
In response to growing concerns among faculty regarding the lack of attention to the bilingual student population in our pre-service teacher education program, the authors engaged in a shared self-study of the process of revising and implementing a secondary English methods course with explicit attention to the special needs of bilingual/bicultural learners. The paper describes how the second author, an English educator, with support from the first author, a mentor/colleague in bilingual education, identified and negotiated tensions and dilemmas that arose in a process of curricular transformation toward culturally and linguistically responsive teacher education practice. The study highlights several points of disjuncture, or critical turning points, experienced by the English educator and the ways in which she navigated the contradictions that resulted at these points of disjuncture through conversation with her mentor. Our documentation and articulation of this process may assist content area teacher educators in negotiating new knowledge and creating strategies for managing the dilemmas in practice that arise in the design and implementation of revised course curricula aimed at supporting culturally and linguistically diverse learners. (Contains 7 notes.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States