Bilingual/ESL preservice teachers' heritage language and language identity: Evidence from multimodal literacy autobiographies

被引：2

作者：

Park, Hannah ^{[1
]}

Zong, Jiaxuan ^{[2
]}

Polat, Nihat ^{[2
]}

Schallert, Diane L. ^{[3
]}

机构：

[1] Univ Wisconsin Madison, Madison, WI 53706 USA

[2] Univ Maryland, College Pk, MD USA

[3] Univ Texas Austin, Austin, TX USA

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 152卷

关键词：

Bilingual teacher preparation; Language teacher identity; Heritage language; Teacher reflexivity; Multimodal literacy autobiography; MOTIVATION; EDUCATORS; TENSIONS; SELVES;

D O I：

10.1016/j.tate.2024.104775

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Analyzing bilingual/ESL preservice teachers' multimodal autobiographies allowed us to investigate the role of one's linguistic/ethnic identities in professional development. Participants were 30 preservice teachers, mostly first-generation college students, in a teacher preparation program. Findings highlighted participants' selection of particular modal resources as they recounted their lived language/literacy history, pointing to participants' response to the language demands of their schooling contexts. Some reported difficult transitions to English-only classrooms, others expressed struggles to maintain their heritage language, and many recounted challenges with language proficiency in either or both languages. These experiences became a lifelong catalyst for pursuing a teaching career.

引用

页数：15

共 114 条

[91] Tensions in beginning teachers' professional identity development, accompanying feelings and coping strategies [J].