ABSTRACT

This study investigates how an elementary-level content classroom teacher and an elementary-level ESL teacher in a metropolitan region in Massachusetts negotiated teachers’ identities and identity dissonances in teachers’ attempt to advocate for emergent bilinguals. Using critical discourse analysis of qualitative data, this study examines the cognitive, emotional and social dimensions of teacher advocacy identity negotiations. Furthermore, the current study illuminates two teachers’ different ways of negotiating with advocacy identity dissonances, dependent on teachers’ sense of agency and affordances in their social identity positionings and working contexts. The findings point to the importance of using teachers’ identity dissonances as a tool to develop teachers’ agency and enact advocacy actions. Specific suggestions are made for preparation and professional development of teachers of emergent bilinguals in the fields of language teacher education and teacher education in general.

摘要

本研究调查了马萨诸塞州大都市地区的一名小学内容课堂教师和一名小学 ESL 教师如何在教师倡导新兴双语者的尝试中协商教师的身份和身份不协调。使用定性数据的批判性话语分析，本研究检查了教师倡导身份谈判的认知、情感和社会维度。此外，目前的研究阐明了两位教师处理倡导性身份不和谐的不同方式，这取决于教师在社会身份定位和工作环境中的能动性和可供性。研究结果指出了使用教师身份失调作为发展教师能动性和制定宣传行动的工具的重要性。