“What About My Kids?” Teachers Navigating Tensions Between Linguistically Responsive PD And CCR Curriculum

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Modes and Mechanisms for Enacting Teacher Agency, Activism, and Leadership

Abstract

This qualitative study investigates how secondary teachers navigate tensions between linguistically responsive professional development and the implementation of state-mandated College and Career Readiness curricula in Texas. Utilizing frameworks of Linguistically Responsive Teaching and Critical Pedagogy, this study analyzes coaching and interview data from three educators participating in Project SELFIES, a professional development initiative aimed at enhancing critical and linguistically responsive practices. Findings highlight four major themes: erosion of teacher agency, tensions between professional learning and prescriptive curricula, emotional burnout, and systemic exclusion of Emergent Bilingual (EB) students. This study underscores the need for educational policies and curricula that affirm teachers’ expertise and EB students’ cultural and linguistic resources.

Authors

• Caryn M. Calisi, University of Texas at San Antonio

• Jerry Romero, University of Texas - San Antonio

• Bedrettin Yazan, University of Texas - San Antonio

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

• Kristen Lindahl, University of Texas - San Antonio

• MICHAEL MAURICIO, University of Texas - San Antonio