Cultivating Educators' Critical Consciousness of Learning and Language Needs in Emergent Bilinguals

• In Event: Innovative Dual-Language Education Teacher Professional Development

Abstract

In this a collective case study, four primary teachers engaged with an instructional coach to center sociolinguistic consciousness in coaching conversations on shared reading lessons. Through these conversations, as co-researcher and coach, I sought to understand these teachers’ development of critical consciousness of the intersectionality of bilingualism and learning differences. Data was collected through intensive and iterative coaching cycles. The findings from each case contribute new insights into the lived experience of teaching emergent bilinguals in English-only settings. Implications are discussed for how this model can be used by teacher educators and researchers to empower teachers to transform how they think about and address the needs of emergent bilinguals with intersectional identities in their classrooms.

Author

• Alta Joy Broughton, Saint Mary's College of California