Developing Teacher Critical Language Awareness through Narrative (Funds of) Knowledging

Autor/inn/en	McConnochie, Meredith; González, Eileen M.
Titel	Developing Teacher Critical Language Awareness through Narrative (Funds of) Knowledging
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 4, S.308-322 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2023.2202585
Schlagwörter	Masters Programs; Language Teachers; Teacher Education Programs; Second Language Learning; Second Language Instruction; English (Second Language); Cultural Background; Metalinguistics; Ethnography; Action Research; Research Proposals; Power Structure; Decision Making; Curriculum Design; Sociolinguistics; Faculty Development; Student Characteristics; Bilingualism; Teacher Attitudes; Moral Values; Churches; Spanish; Middle School Teachers; Teacher Student Relationship; Form Classes (Languages); Native Language; Food; Video Technology; Connecticut + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Metalanguage; Metasprache; Ethnografie; Projektforschung; Forschungsgegenstand; Decision-making; Entscheidungsfindung; Lehrplangestaltung; Soziolinguistik; Bilingualismus; Lehrerverhalten; Moral value; Ethischer Wert; Church; Kirche; Spanisch; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Analytischer Sprachbau; Lebensmittel
Abstract	This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers' research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01