Using reflective practice with critical incidents pedagogy to investigate and enhance preservice teachers’ understanding of biliteracy for classroom practice
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Jennifer A. Arcila (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Jamie Schissel
Abstract: Preservice teachers need to be prepared to meet the diverse linguistic and cultural needs of their students in terms of both their content and language learning. One way they can support multilingual students is using students’ home language in the classroom, regardless of whether the preservice teacher speaks the language or not. Biliteracy and critical literacy pedagogies offer a myriad of tools to support such bilingual practices. Combined, these approaches encourage preservice teachers’ examination of the curriculum to problematize dominant deficit ideologies of bilingualism that persist in schools and society. This qualitative case study explores how critical incidents learning through reflective practice interacts with preservice teachers’ understandings of biliteracy and critical literacy in the classroom. During a semester-long teacher education course, preservice teachers documented critical incidents in reflective journaling to deepen their understandings of work in the classroom with multilingual learners, including their own language use and language ideologies. The inclusion of linguistic autobiographies further allowed preservice teachers to explore their own experiences with language. Findings point to the importance of (1) using biliteracy combined with critical literacy in the classroom; (2) leveraging critical incidents learning through reflective practice to enhance preservice teachers’ pedagogical practices with multilingual learners; and (3) developing preservice teachers’ professional identities and deepening their understandings of language ideologies. I discuss the findings according to Farrell’s (2018) framework for reflective practice, Hornberger and Skilton-Sylvester’s (2000) Continua of Biliteracy, and finally, according to the themes that emerged across the data. I conclude with a discussion of the findings and implications of this study. Key words: reflective practice, critical incidents pedagogy, biliteracy, teacher education
Using reflective practice with critical incidents pedagogy to investigate and enhance preservice teachers’ understanding of biliteracy for classroom practice
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Created on 8/1/2023
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2023
- Keywords
- Reflective practice, Critical incidents pedagogy, Biliteracy, Teacher education
- Subjects
- Teachers $x Training of
- Education, Bilingual
- Reflective teaching
- Critical pedagogy