國立虎尾科技大學 |

Bilingual Teachers' Holistic Bilingual and Bicultural Becoming : = Situated Professional Identities Across Multiple Communities of Practice.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Bilingual Teachers' Holistic Bilingual and Bicultural Becoming :/
其他題名:	Situated Professional Identities Across Multiple Communities of Practice.
作者:	Venegas, Patricia.
面頁冊數:	1 online resource (287 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
標題:	Bilingual education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339837147

Bilingual Teachers' Holistic Bilingual and Bicultural Becoming : = Situated Professional Identities Across Multiple Communities of Practice.
Venegas, Patricia.

Bilingual Teachers' Holistic Bilingual and Bicultural Becoming :Situated Professional Identities Across Multiple Communities of Practice. - 1 online resource (287 pages)

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.

Includes bibliographical references

Accountability measures like No Child Left Behind (NCLB) (2001) have brought teachers and teaching to the center of debates, particularly in regards to ensuring teachers are well prepared and can assume the responsibilities of serving all students, but especially the needs of linguistically and culturally diverse students. Within the field of bilingual education, preparing highly qualified teachers (HQT) in that area of expertise is crucial, as their learning and development is related to research on bilingualism and biculturalism. This body of research has continued to stress the significance of supporting emergent bilingual students' first language development, as well as paying attention to the cultural practices surrounding their learning environments. This dissertation explores bilingual/bicultural teachers' stories of learning, development and identity formation through their participation in particular linguistic communities of practice across their life trajectories. It aims to uncover how these processes and trajectories manifest in the ways these teachers organize the learning and development of their emergent bilingual students from a more dynamic, robust and situated understanding of bilingualism, biliteracy, and bi/culturalism. Framed by a diverse assemblage of sociocultural perspectives about the social nature of language, learning, and professional identity formation it portrays and critically analyzes the life histories of four U.S.- born and three non-U.S.-born bilingual dual language immersion teachers. Findings demonstrate a multilayered and nuanced process of bilingual becoming and professional identity formation as an English-Spanish bi/multilingual teacher. First, these findings illustrate the development of bilingual teachers' multilingual and multimodal literacies that acknowledges their perhaps uneven but situated development of biliteracy. At the same time, the data reveals bilingual teachers' critical moments as central experiences for "noticing" possibilities that resulted in their developing a "pedagogical noticing". This pedagogical noticing highlighted bilingual teachers' awareness of linguistic and social practices that allowed them to respond and implement important pedagogical strategies for themselves and their emergent bilingual students. Ultimately, I argue that this study is advancing a more humanizing, dynamic, and holistic view on bi/multilingualism, bi/multiculturalism, biliteracy and professional identity formation, which makes a significant contribution to the research on bilingualism and biliteracy development and teacher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339837147Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Bilingual Teachers' Holistic Bilingual and Bicultural Becoming : = Situated Professional Identities Across Multiple Communities of Practice.
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520 $a Accountability measures like No Child Left Behind (NCLB) (2001) have brought teachers and teaching to the center of debates, particularly in regards to ensuring teachers are well prepared and can assume the responsibilities of serving all students, but especially the needs of linguistically and culturally diverse students. Within the field of bilingual education, preparing highly qualified teachers (HQT) in that area of expertise is crucial, as their learning and development is related to research on bilingualism and biculturalism. This body of research has continued to stress the significance of supporting emergent bilingual students' first language development, as well as paying attention to the cultural practices surrounding their learning environments. This dissertation explores bilingual/bicultural teachers' stories of learning, development and identity formation through their participation in particular linguistic communities of practice across their life trajectories. It aims to uncover how these processes and trajectories manifest in the ways these teachers organize the learning and development of their emergent bilingual students from a more dynamic, robust and situated understanding of bilingualism, biliteracy, and bi/culturalism. Framed by a diverse assemblage of sociocultural perspectives about the social nature of language, learning, and professional identity formation it portrays and critically analyzes the life histories of four U.S.- born and three non-U.S.-born bilingual dual language immersion teachers. Findings demonstrate a multilayered and nuanced process of bilingual becoming and professional identity formation as an English-Spanish bi/multilingual teacher. First, these findings illustrate the development of bilingual teachers' multilingual and multimodal literacies that acknowledges their perhaps uneven but situated development of biliteracy. At the same time, the data reveals bilingual teachers' critical moments as central experiences for "noticing" possibilities that resulted in their developing a "pedagogical noticing". This pedagogical noticing highlighted bilingual teachers' awareness of linguistic and social practices that allowed them to respond and implement important pedagogical strategies for themselves and their emergent bilingual students. Ultimately, I argue that this study is advancing a more humanizing, dynamic, and holistic view on bi/multilingualism, bi/multiculturalism, biliteracy and professional identity formation, which makes a significant contribution to the research on bilingualism and biliteracy development and teacher education.
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710 2 $a The University of Wisconsin - Madison. $b Curriculum and Instruction. $3 1184839
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