Professional Visions in Literacy Coaching: On Cultural Situatedness in an Arab School in Israel

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Teaching Across Cultural and Transnational Settings (Table 1)

Abstract

Literacy coaching has shown promise to improve instructional quality and student performance. Dialogic and culturally responsive coaching and instructional strategies are especially advocated as closing achievement gaps among minoritized populations, but raise questions surrounding promotion of a singular professional vision. The current study uses an expanded framework of plural professional visions to examine the work of a literacy coach in an Arab school in Israel. Close examination of instructional and coaching practices in one classroom discourse event using linguistic ethnographic methods reveals enactments of multiple coaching and instructional visions, including dialogic impulses, traditional discourses, institutional discourses, language ideologies, and more. Third Space theory is brought to bear to explicate the cultural situatedness of coaching.

Authors

• Islam Abu-Asaad, Sakhnin College
  Presenting Author

• Aliza Segal, Ben-Gurion University of the Negev
  Presenting Author

• Livat Eshchar-Netz, Ben-Gurion University of the Negev
  Presenting Author