ERIC Number: EJ924311
Record Type: Journal
Publication Date: 2011-Jun
Abstractor: As Provided
Reference Count: 27
Language Experience Narratives and the Role of Autobiographical Reasoning in Becoming an Urban Science Teacher
Rivera Maulucci, Maria S.
Cultural Studies of Science Education, v6 n2 p413-434 Jun 2011
One of the central challenges globalization and immigration present to education is how to construct school language policies, procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language experience narratives along Elena's developmental trajectory of becoming an urban science teacher. Elena reflects upon her early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms. The findings from Elena's early schooling experiences provide an analysis of the linkages between Elena's developing English proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena's experiences as a preservice teacher in two elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections between language learning and science learning. I propose the language experience narrative, as a subset of the life story, as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate future language practices.
Descriptors: Preservice Teachers, Immersion Programs, Global Approach, Science Teachers, Language Enrichment, Case Studies, Comparative Analysis, Urban Areas, Immigrants, Spanish, Language Proficiency, Thinking Skills, Elementary School Teachers, Bilingual Education, Teacher Attitudes, Language Experience Approach, Role, Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A