A space for culturally and linguistically diverse learners?: Using S-STEP to examine world language teacher education

Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements

“…However, to fully address the instructional needs of CLDLs, diversification and representation in curriculum are not enough. Educators must also have a critical understanding of systemic oppression and engage in the types of pedagogies that can be adopted to combat it (Au, 2009;Baker-Bell, 2020;Delgado & Stefancic, 2017;Dobbs & Leider, 2021;Dobbs et al, 2022). According to our analysis, NCTE is the only TPO among the four whose institutional habitus explicitly aims to deliberately disrupt the existing inequities in the education of CLDLs.…”

“…This process is part of teacher socialization, which includes experiences prior to teacher education, predispositions, preservice teacher education, and culture and workplace socialization, impacted by “pupils, the ecology of the classroom, colleagues, and institutional characteristics of schools” (Zeichner & Gore, 1989, p. 25). Teachers are influenced by different factors: personal identities and experiences beginning long before formal teacher education (Borg, 2004; Lortie, 1975), mentorship provided (or lack thereof) in their early years of teaching (Avalos, 2011; Flores, 2010), coursework in preservice teacher education programs (e.g., Darling-Hammond, 2010; Dobbs et al, 2022; López & Santibañez, 2018), disciplnary norms (Ippolito et al, 2017; Shanahan & Shanahan, 2012) and interactional factors between them and their practicum placement (Allen & Wright, 2014; Cohen et al, 2013). During the in-service years, teachers begin to engage in professional communities and organizations (Zeichner & Gore, 1990).…”

“Oh my god, I did that!”: Proud writing moments as a key ingredient for supportive and individualized writing instruction

“…Combining extended writing sessions with informal breaks for check-ins with peers could encourage those conversations that provide a quick sounding board for questions and reactions. These briefexchanges, with attention to liguistically responsive practices (Dobbs & Leider, 2021), could provide the boost the writer needs to learn some of the disciplinary conventions of a writing task and make feedback later in the process easier.…”

“…With evidence to suggest that undergraduate students are underprepared to meet the demands of college writing tasks and that students at the secondary level in American schools have struggled with writing there too (Graham, 2019), a discourse of struggling young writers has become common. And as tends to be the case, the students who are labeled as struggling the most with writing in K–16 institutions come from marginalized communities and those who use languages other than English or who use dialectal variations of language that are positioned as unstandard (Bruning & Horn, 2000; Dobbs & Leider, 2021). As teacher educators, we often heard these stories of struggling writers and felt ill‐equipped to effectively support them.…”

Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction

“…The first, fourth, fifth, sixth, and seventh authors, current and former white women elementary and secondary teachers and literacy specialists, partnered to use more equitable assessment in their classroom and clinical contexts. The second and third authors, who collaborated with their students to develop a framework for more equitable writing assessment (Dobbs & Leider, 2021), identify as brown women professors. [Christina] is a former high school English teacher and reading specialist, and [Chris] is a former middle school, adult ESL, and early childhood Spanish teacher.…”