Si no estás defendiendo tus alumnos, que estás haciendo en el salón? A Mexican Immigrant Teacher's Journey to Critical Consciousness

Autor/inn/en	Rubio, Brenda; Palmer, Deborah K.; Martínez, Manuel
Titel	Si no estás defendiendo tus alumnos, que estás haciendo en el salón? A Mexican Immigrant Teacher's Journey to Critical Consciousness
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 1, S.45-57 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palmer, Deborah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2021.1864208
Schlagwörter	Mexican Americans; Language Maintenance; Masters Programs; Personal Narratives; Teacher Attitudes; Critical Theory; Bilingual Teachers; Barriers; Immigrants; School Districts; Self Concept; Transformative Learning; Educational Change; Communities of Practice; Teacher Education Programs; Foreign Countries; Teaching Methods; Teacher Leadership; Spanish; English (Second Language); Second Language Learning; Language Usage; Acculturation; Cultural Background; Hispanic Americans; Hispanic American Students; School Community Relationship; Texas; Mexico + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Sprachpflege; Magister course; Magisterstudiengang; Erlebniserzählung; Lehrerverhalten; Kritische Theorie; Immigrant; Immigrantin; Immigranten; School district; Schulbezirk; Selbstkonzept; Pädagogische Transformation; Bildungsreform; Community; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfunktionsstelle; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Akkulturation; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Mexiko
Abstract	Currently, there is limited research examining the barriers that immigrant professionals experience when becoming a bilingual teacher in the United States. This study examines the trajectory of a Mexican national, trained as a teacher in his home country, who became a bilingual dual-language educator in a Central Texas school district. Drawing on a critical pedagogy framework and a series of narrative life history interviews, we explore how this teacher's personal and professional experiences in Mexico and then in the United States--particularly in the professional communities of a master's degree program and a language revitalization Saturday school--helped him (co)construct a strong cultural and linguistic identity. We track how these experiences further impacted his desire to expand his sphere of influence and work toward transformative change for fellow teachers. We conclude with implications for teaching, leadership, identity construction, and teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01