Interrupting Teachers' Assumptions about English Learners through Literature Discussion

Autor/inn/en	Papola-Ellis, Aimee; Heineke, Amy J.
Titel	Interrupting Teachers' Assumptions about English Learners through Literature Discussion
Quelle	In: Action in Teacher Education, 42 (2020) 3, S.234-252 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papola-Ellis, Aimee) ORCID (Heineke, Amy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1649743
Schlagwörter	English Language Learners; Immigrants; Bilingual Instructional Materials; Poetry; Picture Books; Childrens Literature; Teacher Student Relationship; Discussion Groups; Student Diversity; Reader Text Relationship; Graduate Students; Urban Schools; Suburban Schools; Elementary School Teachers; Secondary School Teachers; Cultural Awareness; Consciousness Raising; Beliefs + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Lyrik; Poesie; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Bewusstseinsbildung; Belief; Glaube
Abstract	Although classrooms across the United States continue to become more diverse, teachers are often underprepared to support the learning of immigrant students and students labeled as English learners (ELs). In the current investigation, we turn toward literature discussion using bilingual poetry with teachers to learn how participants recognize their assumptions and beliefs related to language and culture. In this phenomenological study framed with sociocultural and transactional theories, we present data related to teachers' discussions of one bilingual poetry picture book. We share findings related to teachers' understandings about their own assumptions, as well as personal connections to challenge those assumptions. We contend that teachers' individual transactions and connections with literature led to interruptions in their assumptions and beliefs about students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01