Document Type

Article

Publication Date

8-12-2019

Publication Title

Action in Teacher Education

Publisher Name

Taylor and Francis Online

Abstract

Although classrooms across the United States continue to become more diverse, teachers are often underprepared to support the learning of immigrant students and students labeled as English learners (ELs). In the current investigation, we turn toward literature discussion using bilingual poetry with teachers to learn how participants recognize their assumptions and beliefs related to language and culture. In this phenomenological study framed with sociocultural and transactional theories, we present data related to teachers’ discussions of one bilingual poetry picture book. We share findings related to teachers’ understandings about their own assumptions, as well as personal connections to challenge those assumptions. We contend that teachers’ individual transactions and connections with literature led to interruptions in their assumptions and beliefs about students.

Comments

Author Posting © Taylor and Francis Online, 2019. This is the author's version of the work. It is posted here by permission of Taylor and Francis Online for personal use, not for redistribution. The definitive version was published in Action in Teacher Education, August 2019 https://doi.org/10.1080/01626620.2019.1649743

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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