Toward Transformative Teaching for English Language Learners: Critical Texts in Sheltered English Immersion Courses

Autor/inn/en	Hafner, Andrew Habana; Ortiz, Floris Wilma
Titel	Toward Transformative Teaching for English Language Learners: Critical Texts in Sheltered English Immersion Courses
Quelle	In: Curriculum and Teaching Dialogue, 23 (2021) 1-2, S.145-160 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Transformative Learning; English Language Learners; English (Second Language); Second Language Learning; Second Language Instruction; Equal Education; Teaching Methods; Critical Theory; Preservice Teacher Education; Whites; Institutional Characteristics; Sociocultural Patterns; Teacher Education Programs; Immersion Programs; State Universities; Massachusetts + Suchen Sie Ihr Suchwort? Pädagogische Transformation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Lehramtsstudiengang; Lehrerausbildung; White; Weißer; Soziokulturelle Theorie; Immersionsprogramm; Staatliche Universität; Master-Studiengang
Abstract	This article reports on the findings from Years 1-3 of a practitioner research study on infusing critical pedagogy in mandated Sheltered English Immersion (SEI) courses for preservice teachers (PSTs) in a public, predominantly white institution (PWI). Our analysis problematizes discourses of transformation and reproduction of in/equity in preservice students' interpretation of critical sociocultural frameworks in SEI. Findings from the pre-/postwriting show competing discourses of recognizing problems of inequitable schooling for ELLs while rearticulating ELL-as-problem. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01