Negotiating Identity as Linguistically Responsive Teachers in the Secondary Content Areas

• In Event: Preservice and In-Service Teacher Education: Serving Multilingual Student Population

Abstract

The purpose of the study is to better understand how secondary educators develop pedagogical skills and professional identities to provide research-supported, linguistically responsive instruction for EBs in academic content-areas. Participants included 15 secondary public school educators from two large urban districts in south Texas; data sources consisted of graduate-level class recordings and archived activities. Our initial analysis demonstrated that educators began (a) making connections between their social and professional identities, (b) unpacking their social identities and surrounding ideologies more critically, and (c) reflecting on the impact of students’ identities on their learning. Implications of this paper include a measured and detailed response to the call for education research that in truth, matters and is relevant to both scholars and practitioners.

Authors

• Kristen Lindahl, The University of Texas - San Antonio
  Presenting Author

• Bedrettin Yazan, University of Texas - San Antonio
  Presenting Author

• Jorge L. Solis, University of Texas - San Antonio
  Non-Presenting Author

• Jerry Romero, University of Texas - San Antonio
  Presenting Author