Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Godley, Amanda; Reaser, Jeffrey; Moore, Kaylan

doi:10.1016/j.linged.2015.03.015

Cited by 57 publications

(37 citation statements)

References 31 publications

(43 reference statements)

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“…Researchers also pursued racial literacy development through language study of AAL, exploring markers of the language (e.g., Godley, Reaser, & Moore, 2015). Vetter, Schieble, and Meacham (2018) asked PTs to examine their teaching transcripts with a lens of race and language, bringing their attention to identity markers in classroom talk.…”

Section: Resultsmentioning

confidence: 99%

“…Barriers that surfaced as a result of PTs exploring race through the study of language across articles in this subcategory included limited understandings of power dynamics at play in language. In addition, researchers found PTs had very basic understandings of the relationship between language variation and social/racial communities or the relationship between language and identity (Godley et al, 2015) and were often resistant to embrace or acknowledge AAL as acceptable (e.g., Souto-Manning & Price-Dennis, 2012).…”

Section: Resultsmentioning

confidence: 99%

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Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Wetzel

Vlach

Svrcek

et al. 2019

Journal of Literacy Research

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Although the call for teachers to address the demographic imperative has existed for decades, recently, there has been an uptake of frameworks of multicultural education, culturally responsive pedagogies, critical literacy, and others into literacy teacher preparation. In this study, we examine connections that pre-service teachers make as a result of experiences focused on sociocultural knowledge and literacy and barriers they face in building these connections. Areas of connection include examining one’s past; recognizing students’ lives and resources in literacy teaching; considering race, racism, and students’ racial identity; drawing on multilingualism as a strength of students for literacy learning; and engaging actively and inquiring into literacy.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Wetzel

Vlach

Svrcek

et al. 2019

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…Creating a curriculum around the funds of knowledge, particularly those that reflect the political experiences of students such as immigrant youth, is another current example (Comber, 2015;Gallo & Link, 2015). Another form is close analysis of classroom discourse and other texts using frameworks of power resulting in teachers' and students' direct actions to make practices more equitable in and outside of classrooms (Bacon, 2017;Godley et al, 2015;Medina and Costa, 2013).…”

Section: Review Of Literaturementioning

confidence: 99%

Mentoring to transgress: practicing inspection, reciprocity and hope in teacher education

Wetzel

Batista-Morales

Holyoke

2021

Pedagogies: An International Journal

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This study examines the work of cooperating teachers (CTs) within a literacy leadership course to construct transgressive mentoring practices that work against the grain of what is typical in schools. Previous research on coaching preservice teachers has not focused on the work that inservice teachers do to provide mentoring towards transgressive teaching practices. We ask, how do CTs within literacy leadership courses construct transgressive mentoring practices? Through our qualitative analysis of primarily conversations about coaching, we document how seven CTs' reflections, individual and in community, led them to inspection, reciprocity and hope in their practices as teachers and coaches. This study has implications for the teacher educators including the development of professional learning opportunities for CTs and for researchers who intend to study such learning communities across contexts.

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Section: Background: From English-only To *Se-onlymentioning

confidence: 99%

“…This allows *SE language hierarchies to act as a proxy for preexisting racial prejudices across educational and societal institutions. In examining the intersections between *SE, race, and deficit ideologies, Godley, Reaser, and Moore (2015) have argued,To overcome this deficit thinking and develop anti-racist Critical Language Awareness for teaching, teachers must understand and acknowledge whiteness and Standardized English as non-neutral and to teach that ideologies surrounding Standardized English—historically the dialect spoken by affluent white people—work to reinforce existing structures of power that privilege middle and upper-class whites. (p. 43)Thus, research on literacy and teacher education must examine how the *SE myth is enacted through the education of linguistically diverse learners (a term this article will use to encapsulate both multilingual and multidialectal learners).…”

Section: Background: From English-only To *Se-onlymentioning

confidence: 99%

Dichotomies, Dialects, and Deficits

Bacon

2017

Literacy Research: Theory, Method, and Practice

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This study bridges the dichotomies between the study of multilingualism and multidialecticism to explore the mythologies surrounding what is often called Standard English (*SE). While literacy and teacher education have made progress toward preparing teachers to work with linguistically diverse populations, such preparation is usually geared exclusively toward multilingual learners. Through this study, I argue that the field must also prepare teachers for the dialectal diversity that characterizes U.S. classrooms but is often framed through racialized deficit ideologies. To fulfill this goal, this study outlines a module on multidialecticism embedded into a course on teaching multilingual learners. Drawing on survey data, participant reflections, and classroom observations, I explore the affordances and limitations of this module, asking how teachers' conceptualizations of linguistic diversity developed over the course of the semester. Initial findings highlight participants' reliance on surface-level structural features, commonality arguments, and cosmetic word exchanges in conceptualizing *SE. While varying degrees of complexity and sociolinguistic analysis emerged through participants' engagement in the module, changes were generally minor cosmetic shifts through which underlying deficit ideologies were maintained. This study brings into question the extent to which the field has made progress in

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Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Cited by 57 publications

References 31 publications

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Mentoring to transgress: practicing inspection, reciprocity and hope in teacher education

Dichotomies, Dialects, and Deficits

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