“We’re Here to Learn to Speak French”: An Exploration of World Language Teachers’ Beliefs About Students and Teaching

Baggett, Hannah Carson

doi:10.1080/00131946.2018.1478836

Cited by 8 publications

(8 citation statements)

References 68 publications

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“…Finally, results from this study support prior research that World Language teachers may feel unprepared or unmotivated to take up issues of identity (Baggett, 2018) and prior research that teachers across content areas often endorse colorevasiveness (i.e., Annamma et al, 2017) and a 'neutral' stance regarding identity and sociopolitical issues perceived to be political or partisan (Dunn, Sondel, & Baggett, 2019), such as race and racism. Previous research suggests that teachers might rationalize decisions not to address identities and sociopolitical issues in their classrooms by leaning on perceptions about student development (i.e.…”

Section: Discussionsupporting

confidence: 80%

Relevance, Representation, and Responsibility: Exploring World Language Teachers’ Critical Consciousness and Pedagogies

Baggett¹

2020

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Critical pedagogical work hinges upon teachers' critical consciousness about students' identities that constitute 'diversity' and how they are situated within systems of oppression and privilege. In this study, survey data were collected from practicing world language teachers' (WLTs) to explore their beliefs about the extent to which dimensions of students' identities played a role in their language teaching practices. Additionally, these data captured their beliefs about the extent to which teachers, administrators, curriculum developers, and schools should be responsible for addressing identity dimensions, such as ethnoracial status, gender, socioeconomic status, and faith. Results from cluster analyses indicated that teachers' orientations varied systematically: a first belief orientation locates neither teachers nor schools as responsible, and that student 'diversity' may be irrelevant to education; a second orientation locates both teachers and schools as having shared responsibility, but that some identities might be irrelevant to teaching and learning; a third orientation wherein teachers viewed some identity dimensions as more relevant to their teaching practices than others, suggesting that, although teachers may be critically conscious about identity, that consciousness may not translate to critical pedagogical practices; and a last orientation that suggests critically conscious language teachers who also endorse learner-centered teaching practices. Findings from this study illuminate new theoretical and conceptual spaces about WLTs' sense of responsibility and advocacy for both students and the ways they position their classrooms as sites of critical pedagogies. These findings have implications for teacher leaders and teacher educators as they work to build teacher capacities for engaging in critical pedagogies that examine systems of oppression and privilege in language classrooms.

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Section: Discussionsupporting

confidence: 80%

Relevance, Representation, and Responsibility: Exploring World Language Teachers’ Critical Consciousness and Pedagogies

Baggett¹

2020

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“…In keeping with the definition of belief, Pajares (1992) describes teacher belief as -an individual's judgment of the truth or falsity of a proposition (p. 316), and Kagan (1992) states -teacher belief is a particularly provocative form of personal knowledge that is generally defined as pre-or in-service teachers' implicit assumptions about students, learning, classrooms, and the subject matter to be taught‖ (p. 65). Teacher beliefs, in the construction of which prior schooling experiences occupy a prominent role (Bernstein et al, 2018;Moodie, 2016), are teacher-dependent; for instance, according to Baggett (2018), teacher beliefs about students are bound to individual teachers.…”

Section: Introductionmentioning

confidence: 99%

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Koşar

Dolapçıoğlu

2021

JPR

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How teaching could be conducted effectively and consequently student learning could be enhanced presumably vary from teacher to teacher, arising from a variety of such factors as the conditions in the workplace, teachers' year of teaching experience and their prior schooling experiences. In this regard, English-as-a-foreign-language (EFL) teachers' (EFLTs) beliefs about quality teaching leading to facilitated student learning are also highly likely to be divergent. This survey research aims to add to the growing literature on teacher beliefs via unveiling EFLTs' (N = 520) beliefs regarding effective teaching in general and effective EFL teaching in particular, student learning and development, and the probable changes that may occur in their beliefs according to the year of their teaching experience and the level of education they teach. The results revealed that the EFLTs held strong beliefs with respect to the effect of constructivist and humanistic concepts on effective teaching and student learning, and believed implementing communicative approach and conducting interactive activities induced effective EFL teaching and student learning. The findings also indicated that there existed statistically significant differences in EFLTs' beliefs concerning constructivist concepts and EFL teaching practices according to the year of their teaching experience.

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“…There is a subtle irony in the counter-deficit school of thinking that hovers over much of this literature: work that is ostensibly anti-deficit frequently finds educators to be deficient. Although not all teachers are deficit oriented (Baggett, 2018), many teachers are guilty of transgressions like these. Educators regularly espouse and enact deficit ideologies in their instruction.…”

Section: Racial Oppression As Ideologymentioning

confidence: 99%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the duality of racial oppression. Racism is ideological and structural. Ideologically, racism shapes how communities of color are perceived and how they are treated in educational settings. Structurally, racism is embedded in histories and policies that systematically disadvantage racially minoritized people. Both processes matter to educational inequality. However, in this review of counter-deficit literature, we find that racism is primarily understood by way of ideology and seldom by way of structures. This framing has important implications for how schools can support racially minoritized students to overcome racism in schools and communities.

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“We’re Here to Learn to Speak French”: An Exploration of World Language Teachers’ Beliefs About Students and Teaching

Cited by 8 publications

References 68 publications

Relevance, Representation, and Responsibility: Exploring World Language Teachers’ Critical Consciousness and Pedagogies

Relevance, Representation, and Responsibility: Exploring World Language Teachers’ Critical Consciousness and Pedagogies

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

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