Becoming Teacher Researchers: Appropriating Linguistic Equity for English Learners Through STEM

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-3 - Teacher Researcher

Abstract

This paper examines the socialization of four cohorts of teachers to become teacher researchers in an effort to provide educational justice for English learners. Through University and local school partnerships, the participants designed and implemented units that integrated mathematics and science curriculum grounded in ELs’ cultural funds of knowledge. They drew on sociocultural views of learning, including discourse analysis to reflect and refine how they organized learning to leverage ELs expertise in literacy and STEM curriculum. Through this process teachers moved from novice to expert teacher research identities. This paper examines the complexities and contestations of how teachers shift epistemologically, ideologically, and practically in becoming teacher-researchers while advocating for ELs educational rights.

Authors

• Aria Razfar, University of Illinois at Chicago

• Ambareen Nasir, University of Illinois at Chicago

• Joseph C. Rumenapp, Judson University

• Zayoni Nidia Torres, University of Illinois at Chicago