Collective Generativity: Shared Stances Among Collaborating Teachers of Multilingual Students

• In Event: Preparing Teachers to Support Multilingual Learners

Abstract

Collaborative teaching, when language specialists partner with classroom practitioners to support multilingual students, is an emerging practice with the potential to cultivate introspective and generative stances among participants. Little is currently known about collaborative teaching, which builds upon traditional co-teaching models by incorporating “deep-level collaboration” characterized by long standing practices of inquiry, discussion and reflection. This case study investigates shared stances among practitioners in such a model. Five themes related to generativity, collaboration, and inquiry emerge from our analysis. As such theories are associated with positive outcomes for culturally and linguistically marginalized students, our study reveals that collaborative teaching may support practitioners to embody a greater sense of awareness and efficacy towards their multilingual students.

Authors

• Jane Charlotte Weiss, Stanford University

• Amanda Kibler, Oregon State University