NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915690
Record Type: Journal
Publication Date: 2011-Apr
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts
Rodriguez, Terri L.; Cho, Hye-sun
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n3 p496-504 Apr 2011
This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies--a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii--to examine participants' identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of "minority" and challenged simplistic notions of "bilingual teacher identity." This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii