ABSTRACT

This qualitative study applies ethic of care and language ideological orientations to analyze how four middle and high school English as a Second Language (ESL) teachers perceived of care in their relationships with multilingual, multiracial, and multicultural ESL students with diverse immigration backgrounds. Findings show how the focal teachers sought to demonstrate care in their classrooms by engaging in pedagogical reflexivity and by upholding translanguaging stances regardless of their own linguistic backgrounds to encourage and facilitate their students’ native language and literacy development. Data analysis revealed that empathy and trust were integrally embedded in teachers’ ideologies and approaches. Implications for teaching and teacher education are discussed.

摘要

这项定性研究运用了关怀伦理和语言意识形态取向，来分析四位中学和高中英语作为第二语言（ESL）的教师如何在与具有不同移民背景的多语言，多种族和多元文化的ESL学生的关系中如何看待关怀。研究结果表明，在不考虑自己语言背景的情况下，负责任教师如何通过教学反思和坚持跨语言立场来寻求在教室中表现出关怀，以鼓励和促进学生的母语和素养的发展。数据分析表明，同理心和信任是教师思想和方法中不可或缺的一部分。讨论了对教学和教师教育的影响。