scholarly journals Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling

2021 ◽  
Vol 15 (3) ◽  
pp. 30-46
Author(s):  
Cori Salmerón ◽  
Nathaly Batista-Morales ◽  
Angela Valenzuela
Keyword(s):  
Literacy Instruction ◽  
Teacher Educators ◽  
Language Ideologies ◽  
Fourth Grade ◽  
Theoretical Frameworks ◽  
Subtractive Schooling ◽  
Biliteracy Development ◽  
University Classrooms ◽  
Authentic Caring ◽  
Broad Overview

This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic cariño (composed of intellectual, familial, and critical cariño). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic cariño. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical cariño. We conclude with a call for teacher educators to consider enacting authentic cariño and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic cariño can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development.

Finding Our Way While Leading the Way

2010 ◽  
pp. 144-154
Author(s):  
Gloria Latham ◽  
Julie Faulkner
Keyword(s):  
Primary School ◽  
Teacher Educators ◽  
Virtual School ◽  
Theoretical Frameworks ◽  
Learning And Teaching ◽  
The Creation ◽  
The Way

ABSTRACTThis chapter will follow two teacher educators at RMIT University in Melbourne in their quest to lead and enable others to lead as they capture and critically reflect upon the constructs that frame the creation and implementation of a virtual primary school for pre-service teachers. The school is now six years old and has moved through numerous iterations, but remains guided by theories of Christensen (1997) and Boler (1999). That is, pre-service teachers, through their interactions with the virtual school, are challenged to question and rethink assumptions through sustained innovations and the disruption of habituated practices in learning and teaching. As the school has evolved, the authors have also had to rethink assumptions and build strong theoretical frameworks to support change.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals Linguistic norms in preschool education: A critical perspective

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Åsa Wedin ◽  
Jenny Rosén
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Language Ideologies ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Language Diversity ◽  
Critical Perspective ◽  
Individual Interviews ◽  
Teacher Students

The aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite their linguistic background to achieve the goals in school. The focus of this article is on language ideologies in teacher education for preschool teachers and how ideological and implementational spaces for language diversity is constructed and negotiated in the education. The empirical material was produced during four years through observations, individual interviews and focus group interviews with educators in the teacher education and a group of ten students in the preschool teacher program, who were admitted to the program based on their migration background. The analysis shows that there is a monolingual standardized norm for Swedish both prevailing in the teacher education and pointing towards their future jobs as preschool teachers. In order to become legitimate members in the group of preschool teacher students and a future community of practice of preschool teachers, the students adjusted to this norm. We identified ideological spaces for multilingualism in the education but the possibilities to implement them were few. Thus, there was a tension between pluralism and diversity on the one side and a strong demand for adjustment to a monolingual standardized language norm for minority students on the other side. As teacher educators we realize the value and necessity of a common language norm, and we are as scholars reproducing such norms of academic language through the writing of this article. At the same time, we argue that it is important to include a multilingual pedagogy in the teacher education that can i) include and support the linguistic repertoires of students in the program and ii) prepare students for their future work in language heterogenous preschools and schools

Identities and linguistic varieties in Japanese

Pragmatics ◽  
2014 ◽  
Vol 24 (1) ◽  
pp. 35-62 ◽  
Author(s):  
Chie Fukuda
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Language Ideologies ◽  
First Language ◽  
Membership Categorization Analysis ◽  
Theoretical Frameworks ◽  
Self And Other ◽  
Analytic Tool ◽  
Membership Categorization ◽  
Second Language Speakers

This study explores categorization processes of people (identities) and language (linguistic varieties) in interactions between L1 (first language) and L2 (second language) speakers of Japanese and the language ideologies behind them. Utilizing Conversation Analysis (CA) in combination with Membership Categorization Analysis (MCA), the present study focuses on how participants apply these categories to self and other where identities and language ideologies emerge in the sequences of ordinary conversations. The study also illuminates how the participants react to such ideologies, which is rarely documented in previous studies of L2 Japanese interactions. It is controversial to use CA and MCA as methodologies for inquiries into ideology due to different epistemological and theoretical frameworks. Yet, joining the emerging trend of CA studies that address ideological issues, this study will also demonstrate the compatibility between them. Methodological integration of CA and MCA has been proposed since the 1970s, but has started to be adopted only recently. Because few studies employ this combination in the area of language ideologies, it serves as a novel analytic tool in this body of research. Thus, this study makes a methodological contribution to the study of language ideologies, illustrating the production of language ideologies and reactions to it as participants’ accomplishments.

Preparing Teachers to Provide Literacy Instruction to All Students: Faculty Experiences and Perceptions

2011 ◽  
Vol 36 (3-4) ◽  
pp. 126-141 ◽  
Author(s):  
Susan R. Copeland ◽  
Elizabeth B. Keefe ◽  
Anne J. Calhoon ◽  
Wendy Tanner ◽  
Seonsook Park
Keyword(s):  
Reading Instruction ◽  
Literacy Instruction ◽  
Teacher Educators ◽  
Literacy Skills ◽  
Inservice Teachers ◽  
Future Research ◽  
Support Needs ◽  
Preparation Programs ◽  
National Debate ◽  
Practice Knowledge

Although there is an increased focus on reading instruction in schools, little is known about how teachers of students with extensive support needs are prepared to provide literacy instruction for this group of students. This paper reports the results of an exploratory study of how literary instruction is addressed within teacher education programs at institutions of higher education that prepare preservice and inservice teachers to work with students with extensive support needs. We conducted telephone interviews with nine teacher educators in university programs across the country that prepare special educators, asking about their experiences and perceptions of what works well and what presents difficulty in preparing teachers to effectively teach literacy skills to students with significant disability, what additional research and practice knowledge is needed in this area, and how they view literacy instruction for students with extensive support needs fitting into the current national debate on reading instruction methodology. Content analysis of respondents' interviews yielded three broad themes that we describe and discuss: Challenges, changes, and future directions for the field. We explore the implications of the study's findings for teacher preparation programs and directions for future research.

scholarly journals Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI).

2017 ◽  
Vol 109 (3) ◽  
pp. 301-320 ◽  
Author(s):  
Carol McDonald Connor ◽  
Jennifer Dombek ◽  
Elizabeth C. Crowe ◽  
Mercedes Spencer ◽  
Elizabeth L. Tighe ◽  
...  
Keyword(s):  
Social Studies ◽  
Literacy Instruction ◽  
Fourth Grade ◽  
Content Area Literacy ◽  
Content Area

scholarly journals The School-to-Prison Pipeline, Youth From Diverse Families, and The Politics of Educational Policy and Practice: A Call to Educate, Not Incarcerate

2016 ◽  
Vol 2 (1) ◽  
pp. 90-109
Author(s):  
Suniti Sharma
Keyword(s):  
Educational Policy ◽  
Teacher Educators ◽  
Historical Documents ◽  
Policy And Practice ◽  
Theoretical Frameworks ◽  
School To Prison Pipeline ◽  
Diverse Families ◽  
European Tradition ◽  
Equitable Education ◽  
Educational Policy And Practice

Abstract: In this article, I present a theoretical analysis of the school-to-prison pipeline in relation to youth from diverse families and the politics of educational policy and practice and call for equitable education without recourse to incarceration. First, by deconstructing historical documents, I highlight the philosophical and discursive production of the criminalization of youth from diverse families who do not conform to dominant norms of Western European tradition. Second, I juxtapose historical documents with contemporary events showing how current educational policies normalize the school-to-prison pipeline and subjugate youth from diverse families to exclude them from equitable education. Third, bearing witness to the ways youth resist socialization and exclusion, I recommend an interdisciplinary, multilevel socio-eco-pol-edu approach calling upon policy makers, teacher educators and researchers to develop new theoretical frameworks, policies and practices for equitable education and social justice.

An Online Course Design for Inservice Teacher Professional Development in a Digital Age

2018 ◽  
pp. 329-356
Author(s):  
Kyungmee Lee ◽  
Clare Brett
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Educators ◽  
Course Design ◽  
Online Courses ◽  
Inservice Teachers ◽  
Theoretical Frameworks ◽  
Design Based Research ◽  
Implementation Evaluation ◽  
Teacher Professional

This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.

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