ERIC Number: EJ917708
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 41
Methodologies and Teacher Stances: How Do They Interact in Classrooms?
Torres-Guzman, Maria E.
International Journal of Bilingual Education and Bilingualism, v14 n2 p225-241 Mar 2011
In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish-English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of making the text accessible were found. I suggest that an ideationally based methodology of teaching literacy, legitimized by the curricula, may be falling short in attending to bilingual learners' needs. Furthermore, I suggest that teachers must understand the role they can play by taking critical stances in relation to methodologies and propose a hybrid linguistic and cultural scaffolding approach. (Contains 4 figures, 14 tables, and 3 notes.)
Descriptors: Literacy Education, Reading Aloud to Others, Grade 2, English (Second Language), Second Language Learning, Teaching Methods, Spanish, Bilingual Education Programs, Student Needs, Teacher Role, Scaffolding (Teaching Technique), Teacher Attitudes, Elementary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Authoring Institution: N/A
Identifiers - Location: New York