Self-Study of Language and Literacy Teacher Education Practices : Culturally and Linguistically Diverse Contexts.

Cover -- Self-study of Language and Literacy Teacher Education Practices: Culturally and Linguistically Diverse Contexts -- Copyright Page -- Acknowledgments -- Contents -- About the Authors -- Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes -- Introduction -- Roots of the Project: Bridging Two Professional Communities -- Adding to the Knowledge Base: Themes and Organization -- Teacher Educator Development across the Career Span: A Life-Long Process -- Pedagogies and Policies Related to Improving and Sustaining Linguistic Diversity and Language Development -- Closing: Read for Bridges across the Landscapes! -- Notes -- References -- Part I: Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process -- The Accidental Teacher Educator: Learning to Be a Language Teacher Educator within Diverse Populations -- From Physics Teacher to Language and Literacy Teacher -- Methodology, Data Construction, and Data Analysis -- Episodes of a Literacy Teacher and an Accidental Teacher Educator -- Episode 1: Stranger in a Strange Land -- Episode 2: Confronting Old Discomforts -- Episode 3: Literacy Teacher in the Library -- Episode 4: Connecting with a Diverse Student Population through Martial Arts -- Episode 5: I Am Not a Literacy Coach. Nor Do I Want to Be -- Episode 6: I Am a Teacher Who Teaches Teachers -- Analyzing Six Episodes: Insights into My Own History with Language and Literacy Teaching -- Conclusions -- References -- Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia -- Introduction -- Our Learning while Raising Teachers' Awareness of Local Resources -- The Value of Reflection in Self-Study -- Learning S-STEPs -- Teacher Educators Personal and Professional Histories -- Amparo.

Why Do I Engage in Research and Teaching in Settings with Low Socioeconomic and Culturally Diverse Students? -- Who I am: My Family, My Schooling Years and My Commitment to Education -- Navigating Two Cultures, Two Languages with an Open Mind: A Fulbright Identity -- Sharing What We Know in National and International Educational Communities -- Maribel -- From Individual to Shared Inquiry and Growth -- Deliberate Routes in Our Teacher Education Trajectories -- Doing Professional Development -- Insights: Challenging Our Identities, Beliefs, and Practices to Position the Local in ELT Education -- Conclusions -- References -- Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Ed... -- Introduction -- The Authors -- Theoretical Framework -- Identity and Learning -- Identity, Boundaries, and Positioning -- Research Design -- Contexts -- Data Sources and Data Analysis -- Findings -- I Am Uncertain! - Noticing Boundaries -- I Am Embarrassed! - Boundary Encounters -- I Made a Move - Readjusting Boundaries -- Discussion and Implications -- Conclusion -- References -- Discursive Resources in a Multicultural Education Course -- Introduction -- Literature Review -- Theoretical Framework -- Background and Aim -- Our Perspectives -- Classroom Context -- Methodology -- Institutional Contexts -- The Readings -- Data Collection and Analysis -- The Weekly Assignment -- Analysis -- Collaborative Discussions -- Findings -- Similarities -- Telling Differences -- Midwestern University Students Frame Race -- Western State Frames of Race -- Discourse of Individualism -- Learning about Ourselves -- Discussion and Implications -- References -- Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study by Four Culturally, Ethnically, and Linguistically... -- Introduction.

Background and Theoretical Framework -- Inquiry -- Inquiry as Stance -- Philosophy for Children Hawai'i (p4cHI) -- Research Design -- Methods -- Data Sources and Data Collection -- Data Analysis -- Findings -- Naming and Framing the Intersection of Inquiry and Context -- Multiple Perspectives on Translating Theory to Practice -- Identifying Common Practices for Supporting the Development of an Inquiry Stance in Teacher Candidates across Diverse Contexts -- Informing Policy Work That Impacts the Diverse Student Populations and Communities That We Work In -- Discussion -- Teacher Educators Must Create Space to Observe Their Practice, Gain Perspective, and Clarify What They Are Truly Aiming to ... -- Teacher Educators Must Foster Classroom Social Climates That Are Characterized by Intellectual Safety and Openness to Diffe... -- Teacher Educators Need to Have Strong Determination and Momentum to Practice Inquiry Pedagogy and Overcome Their Frustratio... -- Teacher Educators Must Capitalize on the Ways in Which Contemporary Technologies (i.e., Google Docs) Can Support the Cultiv... -- Conclusions and Significance -- References -- Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study -- Introduction -- Context -- Self-Study Context -- Our Individual Academic Cultural Contexts -- Bethney's Academic Culture of Educational Leadership -- Christi's Academic Culture of Secondary Literacy -- Abby's Academic Culture of Special Education -- Institutional Context -- Framing Our Use of Visual Literacy in 2014 -- Reframing Our Use of Visual Literacy in 2017 -- Theoretical Framework -- Feminist Perspectives -- Agency -- Public Homeplace -- Envisioning Lived Experiences -- Transactional Theory -- Triadic Signs -- Linguistic-experiential Reservoir -- Research Design and Analysis -- Findings.

The Role of Visuals in Our Teaching Practices: Objects and Mediums -- Our Role in Viewing and Using Visuals in Our Teaching Practices: An Interpretive Act -- Our Role as Self-study Educators in an Academically Diverse Community: Textualizing Lived Experiences to Understand Teachin... -- Significance -- References -- Part II: Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development -- Preparing Teachers for English Learners in Rural Settings -- Introduction -- Contributing to the Knowledge about Preparing Teachers to Teach ELs through Self-study -- Preparing Preservice Teachers to Effectively Teach English Learners -- Methodology -- The Participants -- A Unique Core Learning Experience -- Interacting with New International ESL Students on Campus -- Participating in an Instructional Conversation around an Academic Text -- Data Sources -- Data Analysis -- Limitations -- Findings -- Discussion -- What Does the Story Tell and What Purpose Does It Serve? -- Moving Forward -- References -- Appendix -- Facilitating Preservice Teachers' Transformation through Intercultural Learning: Reflections from a Self-Study -- Introduction -- Intercultural Learning and Self-Study -- Theoretical Framework -- Methodology -- Context -- The Course: Introduction to Teaching English Language Learners -- From Action Research to Self-study -- Data -- Data Analysis -- Discussion of the Outcomes -- Disorienting Dilemma -- Reflection and Exploration of Assumptions -- Acquisition of Confidence in a New Role -- Behavioral Change -- Integration of New Perspective -- Implications -- Conclusion -- References -- Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community -- Introduction -- Context -- Aims and Objectives -- Framework -- Research Design and Analysis -- Our Work.

Through Spring and Summer Professional Development Institutes -- With Pueblo Language Teachers -- Our Learnings -- A Clearer Focus on Culture and Context -- Changes in Our Teaching Styles -- Evolution of Teacher Education Course Design -- Careful Navigation within the Pueblo and the University -- Summary of Key Learnings -- Discussion and Final Thoughts -- References -- Sifting Through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers -- Theoretical Framework and Review of the Literature -- Research on Teaching Literacy and Language -- Culturally Responsive Pedagogy -- Critical Literacy -- Bilingual Preservice Teachers -- Teaching English and Bilingual Learners -- Translanguaging -- Context -- The United Arab Emirates -- Linguistic Landscape -- Educational Landscape -- My Teaching Context -- Participants -- Methods -- Findings -- Phase I: Monolingual Approaches -- Sheltered Instruction -- Read Alouds -- Emerging Tensions -- Phase II: Affirming Preservice Teacher Bilingual Identities -- Incorporation of Arabic Picture Books -- Arabic English Book Reviews -- Digital Autobiographies -- Children's Literature Books -- Poetry -- Insights and Implications -- Notes -- References -- Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course -- Introduction -- Purpose -- Theoretical Framing of Self-Study -- Praxis and Self-study -- Design and Methodology -- Designing Cycles -- Cycle 1 -- Cycle 2 -- Findings -- Cycle 1: Designing Praxis -- Cycle 2: Analyzing Praxis -- Educational and Pedagogical Importance of the Study -- References -- Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in... -- Introduction -- Theoretical Framework -- A Framework for Linguistically Responsive Teaching.

Self-Study of Teacher Education Practices (S-STEP).

Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and improving their practice.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.