Bilingual Pairs in Teacher Education: Exploring Wild Strategies in an Environmental Education Workshop

Autor/inn/en	Arreguín-Anderson, María Guadalupe; Garza, Esther V.
Titel	Bilingual Pairs in Teacher Education: Exploring Wild Strategies in an Environmental Education Workshop
Quelle	In: Action in Teacher Education, 36 (2014) 2, S.171-184 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.898599
Schlagwörter	Environmental Education; Bilingual Teachers; Preservice Teachers; Student Attitudes; Bilingual Education; English Language Learners; Caring; Case Studies; Workshops; Experiential Learning; Interviews; Student Surveys; Empathy; Nonverbal Communication; Teacher Collaboration; Cultural Influences; Qualitative Research; Texas + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Bilingual teaching; Bilingualer Unterricht; Care; Pflege; Sorge; Betreuung; Case study; Fallstudie; Case Study; Lernwerkstatt; Schulung; Experiental learning; Erfahrungsorientiertes Lernen; Interviewing; Interviewtechnik; Schülerbefragung; Empathie; Non-verbal communication; Nonverbale Kommunikation; Lehrerkooperation; Cultural influence; Kultureinfluss; Qualitative Forschung
Abstract	In this study, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated. This article sheds light on the complexities embedded in such efforts and highlights outcomes of this experience including feelings of empathy, resistance, and experiential learning of "otherness." (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10