Toward Culturally Sustaining TESOL (Teaching English to Speakers of Other Languages) Supervision: Collaborative Self-Study and Critical Friendship

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Enacting Culturally Sustaining, Relevant, and/or Responsive Pedagogies (Table 39)

Abstract

Culturally sustaining pedagogies (CSP) are particularly essential in the preparation of TESOL teachers serving students of color who face systemic racial and linguistic discrimination. Supervisors can model humanizing pedagogy with TESOL interns; however, the university structure of internships often looks more like surveillance and evaluation rather than mentorship towards growth. This collaborative self-study aims to explore how cross-cultural critical friendship can disrupt traditional supervision and support the development of culturally sustaining language teacher pedagogies. The research questions this study seeks to answer are: 1) What pedagogical shifts occurred in a novice supervisor attempting to incorporate CSP in TESOL supervision? 2) What tools mediated this shift toward culturally sustaining supervision (CSS)? We also provide resources for self-reflection for equity-focused teacher educators

Authors

• Jessica B Crawford, University of Maryland

• Astrid Sierra, Metropolitan State University of Denver