Analyzing Elementary Teachers' Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives

Autor/in	Maddamsetti, Jihea
Titel	Analyzing Elementary Teachers' Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 4, S.231-247 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1791710
Schlagwörter	Elementary School Teachers; Language Teachers; English (Second Language); Second Language Instruction; Professional Identity; Advocacy; Bilingual Students; English Language Learners; Teacher Characteristics; Beliefs; Emotional Response; Social Influences; Immigrants; Teacher Attitudes; Massachusetts + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sozialanwaltschaft; Belief; Glaube; Emotionales Verhalten; Sozialer Einfluss; Immigrant; Immigrantin; Immigranten; Lehrerverhalten; Master-Studiengang
Abstract	This study investigates how an elementary-level content classroom teacher and an elementary-level ESL teacher in a metropolitan region in Massachusetts negotiated teachers' identities and identity dissonances in teachers' attempt to advocate for emergent bilinguals. Using critical discourse analysis of qualitative data, this study examines the cognitive, emotional and social dimensions of teacher advocacy identity negotiations. Furthermore, the current study illuminates two teachers' different ways of negotiating with advocacy identity dissonances, dependent on teachers' sense of agency and affordances in their social identity positionings and working contexts. The findings point to the importance of using teachers' identity dissonances as a tool to develop teachers' agency and enact advocacy actions. Specific suggestions are made for preparation and professional development of teachers of emergent bilinguals in the fields of language teacher education and teacher education in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01