The Critical Awakening of a Pre-Service Teacher in a Spanish Graduate Program: A Phenomenology of Translanguaging as Pedagogy and as Content

Autor/in	Prada, Josh
Titel	The Critical Awakening of a Pre-Service Teacher in a Spanish Graduate Program: A Phenomenology of Translanguaging as Pedagogy and as Content
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 8, S.992-1005 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prada, Josh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1881945
Schlagwörter	Hispanic American Students; Spanish; Graduate Students; Second Language Instruction; Translation; Bilingual Education; Teacher Education; Attitude Change; Language Teachers; Masters Programs; Phenomenology + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fremdsprachenunterricht; Bilingual teaching; Bilingualer Unterricht; Lehrerausbildung; Lehrerbildung; Attitudinal change; Einstellungsänderung; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for 'heritage speakers') that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen's (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. "Critical awakening/despertar crítico" is introduced as a metacategory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01