ERIC Number: EJ900792
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 22
"Abriendo Puertas" (Opening Doors) through Writing
Sarmiento, Lilia E.; Vasquez, Sergio A.
Teacher Educator, v45 n4 p273-286 2010
A Latina college professor describes the family history-writing project she uses in her reading/language arts teacher preparation course. The project provides opportunities for Spanish bilingual teacher candidates to gain greater understanding of their cultural selves and to consider ways to successfully deploy that new insight as teachers in their own classrooms. As a sample case, she presents that of a young gay Latino teacher candidate whose increased self-knowledge and insight allow for enhanced confidence and perspective in his role as a writer and future teacher. The case study explores how the family history-writing project impacts the teacher candidate's negotiation of sexual identity and the role of heritage language as he struggles to establish himself both as a teacher and an out gay man. Also examined are the features of this university classroom environment that provided him with the necessary safety and support to engage in his writing for real life purposes. Inferences are made on the transformational power of writing and ways to open doors to new personal and professional understandings through writing.
Descriptors: Homosexuality, Sexual Identity, Classroom Environment, Bilingual Teachers, Writing Assignments, Genealogy, Language Arts, Teacher Education, Spanish Speaking, Preservice Teachers, Cultural Awareness, Self Esteem, Case Studies, Social Attitudes, College Faculty, College Students, Teacher Role, Teacher Student Relationship, Journal Writing, Feedback (Response), Empowerment
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A