Renewing Teacher Professional Development: Teachers Narrating and Enacting Professional Identities as Teachers of Bilingual/Multilingual Students

• In Event: Empowering Bilingual Education: Cultivating Teacher Identity and Linguistic Diversity

Abstract

This case examines how secondary in-service content-area teachers reflect, narrate, and enact their through professional learning activities. This project is part of a research-practice partnership (RPP) between a large public university and two school districts in south Texas that engages in-service secondary school teachers seeking to gain an additional certification in English as a Second Language (ESL) or Bilingual Education. Multiple sources of data were collected during project activities. Our analysis describes how participants negotiated their identities as teachers of bilingual/multilingual students reflected through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices. Findings contributes to how secondary in-service teachers’ engagement of reflective perspectives and sociocultural practices can support content-area learning for bilingual/multilingual students.

Authors

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

• Kristen Lindahl, University of Texas - San Antonio

• Bedrettin Yazan, University of Texas - San Antonio