English Learners Finding Postcolonial Flows Through Critical Interactions in a High School Classroom

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-24 - Innovative Approaches for English Language Learners in High School

Abstract

English Learners (ELs) often face school environments dominated by White, English-speaking values, history, and education practices. Drawing on theories of post-colonial flow and third space, this teacher action research study analyzed the question: How is third space impacted by critical interaction to support English learners? Research data included video recording of small groups interactions within the larger high school classroom, teacher journaling, student focus group interviews, and student/teacher reflection. The data was qualitatively analyzed to demonstrate how student’s third space leaned negative or positive depending on whether they could navigate the space within classroom interactions. Primarily, ELs learning in the classroom depended on the structured group interaction regardless of academic success, language proficiency, or socio-cultural standing.

Authors

• Marilee Coles-Ritchie, Westminster College

• Jacob Jobe, Park City High School