Literaturnachweis - Detailanzeige
Autor/in | Alfaro, Cristina |
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Titel | Preparing Critically Conscious Dual-Language Teachers: Recognizing and Interrupting Dominant Ideologies |
Quelle | In: Theory Into Practice, 58 (2019) 2, S.194-203 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-5841 |
DOI | 10.1080/00405841.2019.1569400 |
Schlagwörter | Bilingual Education Programs; Bilingual Teachers; Teacher Education; Teacher Educators; Teacher Attitudes; Sociocultural Patterns; Cultural Background; Self Concept; Teaching Methods; Equal Education; Educational Change; Elementary Secondary Education; English (Second Language); Second Language Learning; Language of Instruction; Native Language; Advocacy; Critical Theory; Professional Autonomy; Politics of Education; Teacher Student Relationship; Socioeconomic Status; Language Attitudes; Language Variation; Social Attitudes; Metacognition Lehrerausbildung; Lehrerbildung; Teacher education; Education; Lehrerverhalten; Soziokulturelle Theorie; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Sozialanwaltschaft; Kritische Theorie; Berufsfreiheit; Educational policy; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Socio-economic status; Sozioökonomischer Status; Sprachverhalten; Sprachenvielfalt; Social attidude; Soziale Einstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | Due to the preK-12 student growth, the exponential growth of dual-language programs, and the gentrification of dual-language education, the need for critically conscious dual-language teachers is undeniably vital today. Institutions of higher education, in particular colleges of education, find themselves at the center of a transformative era, in both theory and practice, with respect to dual-language teacher preparation. Currently, dual-language teacher educators' conversations revolve around the challenge in identifying, naming, and confronting pressing issues related to the preparation of dual-language teachers and their readiness to meet the demands created by the proliferation of dual-language schools across the nation. This article centers on the fundamental matters of recognizing and interrupting dominant ideologies and hegemonic practices that have made their way into dual-language classrooms by explicitly addressing how a teacher's ideology, sociocultural/linguistic funds of identity, and pedagogy announce or denounce dual-language teachers' critical consciousness that leads to the creation of equitable teaching and learning spaces. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |