A Teacher's Understanding of Language and Its Instructional Possibilities in a Dual-Language Classroom

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Improving Teacher Education for Linguistically Diverse Students

Abstract

This case study explored a teacher’s understanding of language for academic purpose in a language arts classroom, and how she connected her understanding of academic language within the context of a dual language program (i.e., Spanish/English). Using Charmaz’s (2006) constructivist grounded theory, ten interviews were transcribed and analyzed. While students’ ability to act (van Lier & Walqui’s, 2012) was at the core of the teacher’s understanding of academic language, over-dependence on sentence frames supported and prevented students’ expression of agency. Data analysis suggested that the teacher was in the process of developing her own understanding of pedagogical language knowledge (Bunch, 2013) Spanish proficiency for instructional purposes in order to promote equitable teaching practices in a bilingual classroom.

Author

• Katherine Barko-Alva, The College of William & Mary