Teacher Identity, Linguistically Responsive Teaching, and English Learners in Mainstream Classrooms

• In Event: 53.056 - Teaching Multiple Language Learners: The Role of Teachers' Identities, Beliefs, and School Curriculum

Abstract

This study examines how the professional identities of two mainstream early childhood educators working with English Learners (ELs) in urban and suburban contexts related to these students’ educative experiences. A discourse analysis approach was employed to analyze interview transcripts and thematic analysis for classroom observations. Results suggest that while each participant acknowledged ELs as part of the classroom community and recognized challenges faced by these students, the manner in which each participant constructed her professional identity supported ELs in different ways. Despite an affirmative orientation, participants struggled to facilitate the academic and language development of these students. The study demonstrates the need for educators to develop identities that attend to the holistic development of ELs in today’s multilingual classrooms.

Author

• Adrian D. Martin, New Jersey City University