Learning From the Awareness and Practice of Literacy Teacher Educators in Diverse Classrooms

• In Event: Sheraton Roundtable Session 7
  In Roundtable Session: Learning to Teach Teachers: Teacher Educator Development Across University Contexts

Abstract

The purpose of this study was to develop a framework that demonstrates how RPPs enabled LTEs to develop multilingual and multicultural awareness critical to successfully supporting CLDs and their teachers. Analyses of Scholarly Personal Narratives revealed that multicultural and multilingual awareness were developed by LTEs through RPPs when they: (a) connected childhood experiences to cultural and linguistic responsiveness in the classrooms; (b) used other’s experiences as lenses to impact their future decisions; (c) refined classroom beliefs and practices by molding of educational and personal experiences; (d) developed relationships and intentionally supported students’ culturally and linguistically responsive actions, thoughts, and emotions towards diversity; and (e) personally reflected on their culturally and linguistically responsive practices better maximize RPP opportunities.

Authors

• Jessica Varner, Houston Independent School District

• Anita Nigam, Texas Tech University

• Patriann Smith, Texas Tech University

• Nino Rodriguez, University of Illinois at Urbana - Champaign

• Paul Frazier, Texas Tech University

• Alex Kumi-Yeboah, University at Albany - SUNY

• Tala M Karkar Esperat, Texas Tech University

• Sara Beth Gutierrez, Texas Tech University

• Tressia Venessell Thompson, Texas Tech University