Emotional scaffolding and teacher identity: two mainstream teachers’ mobilizing emotions of security and excitement for young English learners

Predicated on the idea that race, racialization, and racism are major factors that shape language teaching and learning, this paper draws on the second wave White teacher identity studies to argue for a more nuanced understandings on White monolingual teachers’ racial identities by exploring their perspectives on English learners’ (ELs’) learning experiences by asking the following research questions: (1) From the EL teachers’ perspectives, what contribute to EL’s struggles in school? (2) What effects do the EL teachers’ perspective have on ELs’ school experiences? (3) Are there any consistencies or inconsistencies among the participants’ perspectives and what do they mean? The findings report that tensions and contradictions arising from inconsistencies across the participants’ perspectives as well as within each teacher’s perspective reflect co-existence of race evasive and race conscious identities that in turn can serve as an important locus to transform their perspectives toward more equitable pedagogical practices for ELs.

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Young learners’ portrayals of ‘good English teacher’ identities in South Korea

Applied Linguistics Review ◽

10.1515/applirev-2016-1064 ◽

2018 ◽

Vol 9 (2-3) ◽

pp. 225-248 ◽

Cited By ~ 3

Author(s):

So-Yeon Ahn ◽

Gordon Blaine West

Keyword(s):

South Korea ◽

Language Learning ◽

Teacher Identity ◽

English Learners ◽

Two Dimensions ◽

Complex Nature ◽

Visual Methods ◽

Written Narratives ◽

Visual Narratives ◽

And Gender

AbstractIn the climate of shifting language policies and constant influx of native English-speaking teachers to South Korea, the question of what constitutes a “good” language teacher (GLT) arises. To this end, the present study examines how 577 young English learners (K-6th grade) come to demonstrate their understanding of GLT by making use of visual images and written narratives. A social semiotic, multimodal approach to analysis is employed to scrutinize how these textual and visual narratives construct and/or presuppose a certain image of teacher identity and, as a result, display societal ideologies (Jewitt 2009). The findings yield two dimensions with regard to the objects associated with GLTs, an emotional/abstract dimension and a teaching-related dimension, and the differing use of these objects in relation to teacher gender indicating students’ awareness of teacher roles and gender. Moreover, the ways in which learners place themselves in the storied worlds seem to provide evidence for how teacher identity is, in fact, co-constructed with the notion of learner identity. Thus, the study underscores the complex nature of GLT identity construction and further highlights the benefits of using both textual and visual methods to gain better insights into learners’ beliefs about, attitudes towards, and perspectives on teachers, students, and language learning.

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Patterns of Practice and Teacher Identity

Handbook of Research on Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1067-3.ch029 ◽

2017 ◽

pp. 527-537

Author(s):

Nicholas E. Husbye ◽

Yolanda Alovar ◽

King Song

Keyword(s):

Professional Development ◽

Teacher Identity ◽

English Learners ◽

Development Program ◽

Professional Development Program ◽

School Students ◽

Public School Students ◽

Effective Learning ◽

Patterns Of Practice ◽

Insight Into

The increasing diversity of public school students presents challenges both to institutions of teacher education as well as professional development providers as mainstream educators must now be versed in skills and techniques that result in rigorous and effective learning for English learners (ELs). This chapter presents insights from a university-run professional development program for pre- and in-service teachers closely examining the ways one participant engaged in a variety of practice-based identities within her classroom as a result of her participation in the professional development program. These practice-based identities include the tool collector, content monomath, and polymath, with each bring particular strengths to the classroom for ELs. This work suggests a need to consider the ways in which professional development participants conceptualize themselves as they make sense of their own educational experience as well as to provide insight into the most meaningful elements of such an experience.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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