Methodologies And Teacher Stances: How Do They Interact In Classrooms?  

Oleh:

Torres-Guzman, Maria E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 14 no. 2 (2011), page 225-241.
Topik: Read Aloud; (re)voicing; methodology; teacher beliefs; enrichment patterns
Fulltext: Vol. 14, No. 2, March 2011, 225-241.pdf (331.16KB)

Isi artikel

In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers’ stances within a second grade Spanish
English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of making the text accessible were found. I suggest that an ideationally based methodology of teaching literacy, legitimized by the curricula, may be falling short in attending to bilingual learners’ needs. Furthermore, I suggest that teachers must understand the role they can play by taking critical stances in relation to methodologies and propose a hybrid linguistic and cultural scaffolding approach.

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