Action in Teacher Education
Taylor and Francis Online
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.
Papola-Ellis, Aimee and Heineke, Amy J.. Interrupting Teachers' Assumptions and Beliefs About English Learners Using Culturally Relevant Literature and Poetry Circles. Action in Teacher Education, , : , 2019. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/01626620.2019.1649743
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© Taylor and Francis Online, 2019.
Available for download on Wednesday, August 12, 2020