Postmodernism and Community in Schools: Unraveling the Paradox

Furman, Gail C.

doi:10.1177/0013161x98034003003

Cited by 81 publications

(75 citation statements)

References 20 publications

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“…Understanding the nature of beliefs is essential to understanding an educator's choices, decisions, and effectiveness regarding issues of diversity. Beliefs and knowledge about language also play a major role in how educators respond to and understand students of different linguistic and cultural backgrounds (Furman, 1998). There are researchers and practitioners who feel there is a growing perception that some models of belief systems have become overly simplistic (Woods, 2003).…”

Section: Language Use and Methods Of Instructionmentioning

confidence: 99%

A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework

Ilosvay

2000

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Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010).Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers' role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts.Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge Linguistic Diversity ii of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge.Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research.The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed.Linguistic Diversity iii Dedication

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Section: Language Use and Methods Of Instructionmentioning

confidence: 99%

A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework

Ilosvay

2000

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“…As a consequence, individuals are empowered and teachers must design learning communities that are student-centered and support the acceptance of individual differences. Educators, however, have tended to muddle their definition of community by relying on a modernist view that emphasizes sameness as the criteria for community membership when the postmodern world is increasingly heterogeneous (Furman, 1998).…”

Section: Building a Learning Community To Support Differentiationmentioning

confidence: 99%

“…In a nested model defining community experiences, the classroom community fits in a layer where membership is representative of values and cultural differences across the population (Furman, 1998). In the other two layers of the model, kinship community (family) and valuational community (church, civic clubs) membership are based on sameness.…”

Section: Building a Learning Community To Support Differentiationmentioning

confidence: 99%

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Expertise in differentiation : a preservice and inservice teacher make their way

Brimijoin¹

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The literature on differentiation offers insights and recommendations on principles, models, and pedagogy. There has been minimal evidence presented, however, about how an inservice teacher learns about differentiation and virtually no research about how a preservice teacher comes to understand and practice responsive teaching.This qualitative study attempts to describe how an inservice and preservice teacher come to understand and practice differentiation and how that process affirms or refutes existing research about competence in addressing student diversity.The study focuses on one inservice and one preservice teacher over four months in a fifth grade classroom. The key components for data collection were eight interviews with the preservice teacher and six with the inservice teacher, seven observations of the preservice teacher and three of the inservice teacher, and reflection journals from both participants that spanned the entire study. A case study in the final report presents general and particular description of each participant and their lived experience together.Evidence of rigor in the research includes triangulation through interviews, observations, reflection journals, documentation, and videotaped lessons; peer debriefing; member checking; and attestation of an audit trail.The following four assertions emerged from the study: the practice of differentiation is dynamic, influenced by changing beliefs and knowledge; beliefs and understanding about differentiation are enacted through continuous assessment; a context that supports differentiation is critical for successful translation of beliefs and understandings into teaching and learning; and key differences exist in the process of understanding and practicing differentiation for the preservice and inservice teacher.By bringing together what and how a preservice and inservice teacher learn about differentiation it is possible to define specific developmental stages as the content, context, and process of their experience takes shape. While they often find themselves at the same point in development, they move through each stage at different rates of speed and levels of sophistication. Self-system processes, prior experiences, and the complexities of learning to differentiate define the distance between them. The findings show that, in contrast to existing research, the novice teacher is capable of beginning to teach by addressing diverse student needs. However, it is clear that extensive support structures are necessary to remove roadblocks and enhance the progress of the preservice teacher as well as to sustain the momentum of the inservice teacher as they refine their efforts to respond to student variance. Leadership, Foundations, and Policy

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“…La notion de communauté dans la CAP gravite autour de l'engagement volontaire des participants à soutenir la réussite scolaire des élèves par la collaboration, la collégialité, l'analyse des pratiques et le développement de pratiques plus efficaces (Furman, 1998;Hord, 1997;Stoll et Seashore Louis, 2007).…”

Section: La Communauté D'apprentissage Professionnelle (Cap)unclassified

Vivre une CAP

Peters

Savoie‐Zajc

2013

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Dans cet article, les auteures considèrent la communauté d’apprentissage professionnelle (CAP) en tant que dispositif riche et pertinent de formation continue à l’intérieur duquel les participants s’engagent dans un processus dynamique d’ajustement de pratique. Le but du présent texte est de dégager l’appréciation de participants à des CAP en lien avec leur développement professionnel. Les données tirées d’un questionnaire bilan proposeront des réponses aux questions suivantes : 1) Quelles sont les forces et les faiblesses d’une CAP telles que perçues par les participants? 2) Quels sont les bénéfices de la participation à une CAP pour des enseignants?

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Postmodernism and Community in Schools: Unraveling the Paradox

Cited by 81 publications

References 20 publications

A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework

A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework

Expertise in differentiation : a preservice and inservice teacher make their way

Vivre une CAP

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