| Owner: |
Mandy Stewart
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| Owner Email: |
MStewart7@twu.edu
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| Paper Title: |
Every Teacher, a Bilingual Teacher: ESL and Mainstream Teachers Adopt Bi/multilingual Ideologies and Practices
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| Session Title: |
Impact of Teacher Professional Development on Instructional Quality
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| Paper Type: |
Paper
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| Presentation Date: |
4/13/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Bilingual/Bicultural, Immigration/Immigrants, Teacher Education - In-Service/Professional Development
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| Methodology: |
Qualitative
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| Author(s): |
Mandy Stewart, Texas Woman's University; Alexandra Babino, Texas Woman's University; Angeles Munoz, Texas Woman's University; Victor Antonio Lozada, University of North Texas-Dallas; Zulma E. Mojica, University of Texas - Arlington
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| Unit: |
SIG-Bilingual Education Research
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| Abstract: |
Many bi/multilingual students who speak low-incidence languages or at the secondary level have no access to bilingual education. This cross-case analysis draws from language ideologies, policymaking, and critical multilingual language awareness to understand how “non-bilingual” teachers can create multilingual classroom spaces. Findings from the five teachers (PreK-middle school) illustrate that language ideologies are instrumental in shaping classroom practices. The teachers showed emerging critical multilingual language awareness and began to view translanguaging as a mediator to critical thinking. As their ideologies shifted, so did their classroom practices. They created multilingual spaces through incorporating multilingual/multicultural texts, initiating family engagement, and positioning bi/multilingual students as language experts. This study illustrates innovative and equitable approaches to bilingual education for all students.
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| DOI: |
https://doi.org/10.3102/2003502
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