Academic Journal
'It Is a Village': Translanguaging Pedagogies and Collective Responsibility in a Rural School District
| العنوان: | 'It Is a Village': Translanguaging Pedagogies and Collective Responsibility in a Rural School District |
|---|---|
| اللغة: | English |
| المؤلفون: | Back, Michele (ORCID |
| المصدر: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. Dec 2020 54(4):900-924. |
| الاتاحة: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Rural Schools, School Districts, Second Language Learning, Second Language Instruction, English (Second Language), Teacher Attitudes, Faculty Development, Multilingualism, Specialists, Student Needs, English Language Learners, Teaching Methods, Code Switching (Language), Language Usage, Elementary School Students, Mainstreaming, Cultural Differences, Teacher Collaboration |
| DOI: | 10.1002/tesq.562 |
| تدمد: | 0039-8322 |
| مستخلص: | Although rural U.S. school districts are experiencing increases in emergent multilingual learners (EMLLs), many lack the resources for employing TESOL-specialized staff or training mainstream teachers in how to meet these students' needs (Freeman Field, n.d.). Indeed, professional development (PD) in TESOL is a continued, persistent necessity for all teachers working with linguistically and culturally diverse students (Pettit, 2011). This article examines the role of sustained PD in shaping the beliefs and practices regarding EMLLs of educators in a rural school district. Three focal participants engaged in PD sessions on translanguaging pedagogies. Data from interviews, instructional observations, and focus groups showed articulation of a translanguaging stance. Participants demonstrated pedagogical flexibility and a collective sense of responsibility (indexed by the phrase "it is a village") as well as other beliefs and practices characteristic of translanguaging stance, design, and shifts (García, Ibarra Johnson, & Seltzer, 2017). This study addresses a gap in TESOL research regarding how PD can shape educators' attitudes toward and practices with EMLLs. Furthermore, by incorporating often-overlooked members of elementary school ecologies, such as literacy coaches and world languages teachers, this study emphasizes the valuable role that these individuals can play in supporting EMLLs schoolwide. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الانضمام: | EJ1275933 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0039-8322 |
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| DOI: | 10.1002/tesq.562 |