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Lived experiences in the ideology of...

Keller, Tina Marie.

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Lived experiences in the ideology of white female preservice teachers concerning emergent bilingual students during student teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lived experiences in the ideology of white female preservice teachers concerning emergent bilingual students during student teaching./
Author:	Keller, Tina Marie.
Description:	523 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664042
ISBN:	9781339110929

Lived experiences in the ideology of white female preservice teachers concerning emergent bilingual students during student teaching.
Keller, Tina Marie.

Lived experiences in the ideology of white female preservice teachers concerning emergent bilingual students during student teaching. - 523 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2015.

The racial, socioeconomic, ethnic, and linguistic disconnect between White, female preservice teachers and their future emergent bilingual students is widely discussed in the field of teacher education. This study seeks to understand the interactions between White, female preservice teachers' personal lived experiences and their professional ideology of English Language Learners. Narrative research using interviews, document analysis, and metaphor analysis was utilized. Six White, female preservice in teachers in Western Pennsylvania were studied during their student teaching of English Language Learners. Critical Race Theory, and in particular Yosso's Theory of Community Cultural Wealth, was used. In addition to the eight stock stories represented in the literature, three additional stories of (a) ELLs should strive to fit in, (b) ELLs are shy, unintelligent, and unable to speak in English, and (c) ELLs must prove and advocate for their first languages, were uncovered. The participants were found to use their personal lived experience as a barrier, a filter, and a light when understanding their emergent bilingual students. Demystifying these beliefs is a critical first step in preparing classroom teachers to meet the needs of emergent bilingual students. This study will contribute to the literature in teacher education concerning how to better prepare teachers to teach emergent bilingual students.

ISBN: 9781339110929Subjects--Topical Terms:

3172312
Teacher education.

Lived experiences in the ideology of white female preservice teachers concerning emergent bilingual students during student teaching.
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245 1 0 $a Lived experiences in the ideology of white female preservice teachers concerning emergent bilingual students during student teaching.
300 $a 523 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Anita Hernandez.
502 $a Thesis (Ph.D.)--New Mexico State University, 2015.
520 $a The racial, socioeconomic, ethnic, and linguistic disconnect between White, female preservice teachers and their future emergent bilingual students is widely discussed in the field of teacher education. This study seeks to understand the interactions between White, female preservice teachers' personal lived experiences and their professional ideology of English Language Learners. Narrative research using interviews, document analysis, and metaphor analysis was utilized. Six White, female preservice in teachers in Western Pennsylvania were studied during their student teaching of English Language Learners. Critical Race Theory, and in particular Yosso's Theory of Community Cultural Wealth, was used. In addition to the eight stock stories represented in the literature, three additional stories of (a) ELLs should strive to fit in, (b) ELLs are shy, unintelligent, and unable to speak in English, and (c) ELLs must prove and advocate for their first languages, were uncovered. The participants were found to use their personal lived experience as a barrier, a filter, and a light when understanding their emergent bilingual students. Demystifying these beliefs is a critical first step in preparing classroom teachers to meet the needs of emergent bilingual students. This study will contribute to the literature in teacher education concerning how to better prepare teachers to teach emergent bilingual students.
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650 4 $a English as a second language. $3 516208
650 4 $a Bilingual education. $3 2122778
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710 2 $a New Mexico State University. $3 783784
773 0 $t Dissertation Abstracts International $g 76-12A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664042