Shifting Gradually to Asset-Based Understandings: A Discourse Analysis of Teachers' Discussions About Teaching English Learners

• In Event: 47.048 - Exploring Opportunities and Challenges of Professional Development Models for Teachers of English Language Learners

Abstract

This study examines the ways that teachers understand English learners (ELs) and their roles. Data sources were teachers’ discussion responses on an online discussion board as part of a course for in-service educators of ELs. Gee’s (2011) discourse analysis methods guided the investigation, with the assumption that language enacts identities and relationships. Thematic findings suggest that this group of teachers holds emergent asset-based understandings of ELs and their native languages. Teachers demonstrate a positive attitude towards their ELs but implicitly sustain school structures that are designed to serve middle-class, monolingual-English students. Data also reveal the complex, multifarious roles they hold and express a commitment to educating ELs. Data offer implications for professional development and future applied research.

Author

• Lottie L. Baker, The George Washington University