When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation

Autor/in	Lee-Johnson, Yin Lam
Titel	When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 4, S.1066-1090 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3171
Schlagwörter	Immigrants; Mothers; Parents as Teachers; Minority Group Teachers; Teacher Certification; Language Teachers; Second Language Instruction; English (Second Language); Teacher Education; Applied Linguistics + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mother; Mutter; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerausbildung; Lehrerbildung; Linguistics; Linguistik; Angewandte Linguistik
Abstract	This article contests the whitewashed ideologies and practices in teacher preparation programs and K-12 schools (Lee-Johnson, 2019) with a counter-storytelling analysis (Solorzano & Yosso, 2001, 2002). Based on the analysis of the lived experiences of two immigrant mothers of color (IMC), who had transitioned into certified English Language Learner (ELL) teachers, the researcher proposes a transformative frame, which stems from Crenshaw's (1989) intersectionality and Mezirow's (1990) transformative learning. The data sources include the two immigrant mothers' oral stories told at an ELL parent panel, their written teaching philosophy statements, and blog posts. The findings contribute to the knowledge base of teacher preparation in TESOL and applied linguistics by foregrounding the racially othered experiences of IMC; envisioning intersectionality as an agentive tool for negotiation, emancipation, and advocacy; and proposing a transformative frame for TESOL teacher education. The researcher calls for considerations of using intersectionality for transforming the teaching practices and ideologies in teacher preparation programs and K-12 schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01