Abstract:This study analyzed the Just Because poems written by 57 teacher candidates who would become state-certified for teaching English language learners (ELLs) in U.S. public schools. The ELL teacher candidates contested and disrupted the stereotypes and assumptions about teachers, and they reaffirmed their professional identities through writing Just Because poems. The theoretical framework stems from Bakhtin's (1981) heteroglossia, which theorizes the sociocultural contextualities of the multivoicedness of teache… Show more
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