This book tells the stories of 15 world language (WL) teachers in the US through rich descriptions of their lived worlds and experiences. It illustrates in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors.
This book tells the stories of 15 world language (WL) teachers in the US through rich descriptions of their lived worlds and experiences. It illustrates in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors.
This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors. The chapters provide a deep and robust explanation of individual teachers’ teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.
Details
Price: $149.95
Pages: 204
Publisher: Channel View Publications
Imprint: Multilingual Matters
Series: Psychology of Language Learning and Teaching
Publication Date: 11th June 2024
Trim Size: 6.15 x 9.2 in
ISBN: 9781800415515
Format: Hardcover
BISACs: PSYCHOLOGY / Personality LANGUAGE ARTS & DISCIPLINES / Study & Teaching
Reviews
This compelling text paints an intricate portrait of the daily endeavors of K-12 world language teachers in rural, urban, and suburban settings. Dr. Wesely’s careful analysis of teacher interviews, student interviews, and classroom observations offers one of the most comprehensive pictures of the relationship between teachers’ beliefs and their instructional practices. Current and aspiring teachers can delve into these rich case studies, reflecting upon the work in which world language teachers engage, to enhance their own classroom practices.
- Kristin J. Davin, University of North Carolina at Charlotte, USA
In this book Wesely offers a unique perspective on world language teaching in today’s diverse contexts of instruction. Providing a history of language teaching in the US, current initiatives supporting world language instruction and detailed descriptions of fifteen K-12 world language teachers that unite their beliefs with instructional practices, this book is recommended for world language educators who wish to gain deeper insight into the lived experiences of today’s language teachers.
- Richard Donato, Professor Emeritus, University of Pittsburgh, USA
Contextualized within a comprehensive overview of the current state of world language education in the United States, Wesely draws on her decades of research with world language teachers to craft a thoughtful and thorough set of portraits of K-12 world language teachers. In each case, she represents the ways in which their beliefs are informed by and interact with their teaching practices, the learners in their classrooms, and communities in which they teach.
- Francis J. Troyan, Ohio State University, USA
Author Bio
Pamela M. Wesely is Professor of Multilingual Education and Associate Dean for Faculty and Academic Affairs at the College of Education, University of Iowa, USA. Her research centers around K-12 world language education in the United States, specifically the attitudes, motivations, perceptions and beliefs of stakeholders in those contexts. Innovation is a key area of interest in her work, particularly pedagogical innovation that departs from the grammar-based curriculum.
Table of Contents
Chapter 1: Introduction
Chapter 2: Studying the World Language Classroom
Chapter 3: Elementary and Middle/Junior High School World Language Teaching Life
Chapter 4: The Singleton World Language Teaching Life
Chapter 5: Experiences in Small to Mid-Sized World Language Programs
Chapter 6: Large World Language High School Programs: The Spanish Teachers
Chapter 7: Large World Language High School Programs: Languages Other Than Spanish
This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors. The chapters provide a deep and robust explanation of individual teachers’ teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.
Price: $149.95
Pages: 204
Publisher: Channel View Publications
Imprint: Multilingual Matters
Series: Psychology of Language Learning and Teaching
Publication Date: 11th June 2024
Trim Size: 6.15 x 9.2 in
ISBN: 9781800415515
Format: Hardcover
BISACs: PSYCHOLOGY / Personality LANGUAGE ARTS & DISCIPLINES / Study & Teaching
This compelling text paints an intricate portrait of the daily endeavors of K-12 world language teachers in rural, urban, and suburban settings. Dr. Wesely’s careful analysis of teacher interviews, student interviews, and classroom observations offers one of the most comprehensive pictures of the relationship between teachers’ beliefs and their instructional practices. Current and aspiring teachers can delve into these rich case studies, reflecting upon the work in which world language teachers engage, to enhance their own classroom practices.
– Kristin J. Davin, University of North Carolina at Charlotte, USA
In this book Wesely offers a unique perspective on world language teaching in today’s diverse contexts of instruction. Providing a history of language teaching in the US, current initiatives supporting world language instruction and detailed descriptions of fifteen K-12 world language teachers that unite their beliefs with instructional practices, this book is recommended for world language educators who wish to gain deeper insight into the lived experiences of today’s language teachers.
– Richard Donato, Professor Emeritus, University of Pittsburgh, USA
Contextualized within a comprehensive overview of the current state of world language education in the United States, Wesely draws on her decades of research with world language teachers to craft a thoughtful and thorough set of portraits of K-12 world language teachers. In each case, she represents the ways in which their beliefs are informed by and interact with their teaching practices, the learners in their classrooms, and communities in which they teach.
– Francis J. Troyan, Ohio State University, USA
Pamela M. Wesely is Professor of Multilingual Education and Associate Dean for Faculty and Academic Affairs at the College of Education, University of Iowa, USA. Her research centers around K-12 world language education in the United States, specifically the attitudes, motivations, perceptions and beliefs of stakeholders in those contexts. Innovation is a key area of interest in her work, particularly pedagogical innovation that departs from the grammar-based curriculum.
Chapter 1: Introduction
Chapter 2: Studying the World Language Classroom
Chapter 3: Elementary and Middle/Junior High School World Language Teaching Life
Chapter 4: The Singleton World Language Teaching Life
Chapter 5: Experiences in Small to Mid-Sized World Language Programs
Chapter 6: Large World Language High School Programs: The Spanish Teachers
Chapter 7: Large World Language High School Programs: Languages Other Than Spanish
Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education
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$49.95
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This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.
The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education.
To access the chapters please see the following links:
Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies https://zenodo.org/records/10519199 Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education
https://zenodo.org/records/10519269 Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators https://zenodo.org/records/10519319
Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies https://zenodo.org/records/10519390
Tatyana Kleyn
Lessons from a Dual Language Bilingual School
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This edited book showcases the lessons, successes and challenges of starting and growing a fully bilingual school. Reflecting on the first 10 years of Dos Puentes Elementary School in New York City, it explores the evolution of the school through its four founding pillars: (1) bilingüismo, biliteracidad y multiculturalismo, (2) las familias son partners, leaders and advocates, (3) investigaciones and hands-on learning, and (4) partnerships with universities, organizations y la comunidad. The chapter authors include families, teachers, school administrators and university partners, centering the voices of those directly involved in the school community and highlighting key moments in the life of the school. At the end of each chapter, researcher commentary contextualizes these experiences within the wider literature and discusses implications and next steps for the field of bilingual education. This book will be of interest to pre- and in-service teachers and school administrators, particularly those looking to develop bilingual programs in their own context.
Kaishan Kong
Intercultural Citizenship in Language Education
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This book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts. The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts. They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness. The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship. Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.
Trish Morita-Mullaney
Lau v. Nichols and Chinese American Language Rights
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This book employs a narrative policy portraiture approach to recenter the stories of the Chinese community involved in the Lau v. Nichols court case of 1974. This seminal Supreme Court case ruled that the failure to provide adequate and accessible instruction to approximately 1800 students of Chinese ancestry denied them the opportunity to participate in public education and constituted a discrimination on the basis of national origin. While much has been written on language education policy changes for emergent bilinguals in the US, the perspectives of the key actors involved in the case are rarely heard. This book brings Chinese and Chinese American voices to the forefront, placing the participants within the retrospective social context as they reach their own conclusions about the process and outcomes of the case. It draws upon research in language policy and Asian American studies and invites readers to imagine the social futures and possibilities for what Lau v. Nichols means for the 21st century and beyond. The volume fills a significant gap in narration, representation and retrospective research and will be of interest to graduate students and researchers in Asian American studies, bilingual education, educational policy and leadership, as well as teachers, school administrators and policymakers.
William Perez
Culturally Responsive Schooling for Indigenous Mexican Students
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This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P’urhépecha. It explores students’ ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways. This three-year mixed-methods study in semi-urban, urban and rural contexts assesses student interviews, teacher interviews and survey data to provide an account of how Indigenous students develop their social identities and examines the influence of their non-Indigenous Mexican peers and teachers. It highlights new developments in Latinx cultural and linguistic heterogeneity and intragroup race/ethnic relations, informing policymakers and educators about Indigenous immigrant students and how to effectively support their multilingualism, ethnic identity development and educational success. It will be of interest to researchers working in related fields such as education, Latin American studies and immigration studies.
Jeff Bale
Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education
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$49.95
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This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.
