Naming Productive Teacher–Professional Development Facilitator Languaging Relationships

• In Event: Sheraton Roundtable Session 27
  In Roundtable Session: Translanguaging and Languaging: Relationships and Practices

Abstract

This paper identifies four formative markers of productive teacher-professional development facilitator languaging relationships (Bloome, 2017; Bloome & Beauchemin, 2016). Flagging, naming, soliciting, and processes, as discursive markers of these relationships, enable teachers to negotiate framework conflicts (Tannen, 1993) and apply professional development literacy learning in their classroom contexts. Following the tradition of interactional ethnography, the particularity and descriptive detail of a telling case (Mitchell, 1984) lends greater theoretical clarity (Green & Baker, 2017) to understanding how through their discursive interactions facilitators and teachers can productively and jointly work toward collective change. This analysis contributes a needed language for explaining and analyzing how productive teacher-facilitator relationships work so that they can be fostered and studied.

Author

• Danielle Lillge, Missouri State University