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Building and Not Building on Student...

Morin, Tanya .

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Building and Not Building on Students' Out-of-School Experiences: How Teachers of English Language Learners Understand and Enact a Funds of Knowledge Approach to Teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Building and Not Building on Students' Out-of-School Experiences: How Teachers of English Language Learners Understand and Enact a Funds of Knowledge Approach to Teaching./
作者:	Morin, Tanya .
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	331 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
Contained By:	Dissertations Abstracts International81-08A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737462
ISBN:	9781392667569

Building and Not Building on Students' Out-of-School Experiences: How Teachers of English Language Learners Understand and Enact a Funds of Knowledge Approach to Teaching.
Morin, Tanya .

Building and Not Building on Students' Out-of-School Experiences: How Teachers of English Language Learners Understand and Enact a Funds of Knowledge Approach to Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 331 p.

Source: Dissertations Abstracts International, Volume: 81-08, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

Much of the research on students classified as English Language Learners (ELLs) has been narrowly focused on addressing their linguistic needs. However, proponents of cultural historical theories of teaching and learning, like funds of knowledge, have suggested that it is also important for educators to create learning spaces that validate the knowledge and experiences that ELL students bring to the classroom. This qualitative interview study explored how thirteen elementary school teachers who worked with ELLs in some capacity understood what it meant to learn about and build on ELL students' out-of-school experiences and areas of expertise, or funds of knowledge. Data gathered for this study included semi-structured interviews with the thirteen educators, all of whom worked in one mid-sized Midwestern school district and had been identified as effectively making connections with the out-of-school worlds of ELL students and their families. Additionally, several documents produced by the district where participants taught were examined in order to better understand their teaching context. Findings highlight the ways in which participants' larger understanding of their professional role, particularly with regards to caring for students, facilitating student learning, and teaching for social justice, shaped their enactment of funds of knowledge-related teaching strategies. Findings also suggest that a variety of contextual factors, including the district's emphasis on standards-based teaching and the adoption of commercially produced literacy curricula, played an important role in determining how participating teachers drew on their ELL students' out-of-school worlds. Additionally, the stories told by participants revealed the complexity of engaging in funds of knowledge-related teaching practices, particularly with regard to questioning dominant discourses about what counts as valuable knowledge and skills in school settings. Taken together, these findings suggest that teacher educators who are committed to strengths-based approaches to teaching ELLs, such as funds of knowledge, must take seriously the professional beliefs and experiences of pre-service and practicing teachers. This means providing practitioners with opportunities to identify connections between funds of knowledge-related strategies and their larger conception of their teaching role. It also means encouraging teachers to consider how they will find spaces for these practices in real-world teaching contexts.

ISBN: 9781392667569Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Elementary school students

Building and Not Building on Students' Out-of-School Experiences: How Teachers of English Language Learners Understand and Enact a Funds of Knowledge Approach to Teaching.
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