More than Multilingual: Investigating Teachers' Learning to Support Multilingual Students through an Intersectional Lens

Autor/inn/en	Marshall, Samantha A.; Rivera, Amelia Q.
Titel	More than Multilingual: Investigating Teachers' Learning to Support Multilingual Students through an Intersectional Lens
Quelle	In: Educational Forum, 87 (2023) 4, S.362-376 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshall, Samantha A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2023.2180123
Schlagwörter	Multilingualism; Intersectionality; Teacher Student Relationship; Second Language Learning; Andragogy; Educational Practices; English Language Learners; English (Second Language); Critical Race Theory; Power Structure; Mathematics Instruction; Faculty Development; Discipline; Classroom Techniques; Activism; Personal Autonomy; Access to Education + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Zweitsprachenerwerb; Andragogics; Andragogik; Bildungspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematics lessons; Mathematikunterricht; Disziplin; Klassenführung; Aktivismus; Politischer Protest; Individuelle Autonomie; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers' learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01