The Effects of Curricular Change on Teachers Participating in a Reading and Writing Initiative in a Small Charter School for Immigrant-Origin Latinos

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

Abstract

This paper examines the ways that teachers responded to long term curricular change as observed in a small charter high school in the greater San Francisco Bay Area. It analyzes the effects of the implementation of a researcher-led, reading and writing intervention in a school that served predominantly immigrant-origin Latino high school students who have a rich linguistic repertoire in both English and Spanish. This work seeks to better understand teacher “movement,” that is, the ways that teachers change or fail to change their established practices, ideologies, and conceptualizations of their own teaching and their students’ needs in a context in which new interventions are introduced in the schools in which they work.

Author

• Karla Lomeli, Santa Clara University