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Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in TESOL Teacher Education
Tesol Quarterly ( IF 3.410 ) Pub Date : 2021-05-31 , DOI: 10.1002/tesq.3045
Amanda K. Kibler 1 , Elena Andrei 2 , April S. Salerno 3
Affiliation  

Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students’ written products. Even formative assessment– arguably one of teachers’ most powerful tools in designing responsive instruction – tends to focus on careful analysis of students’ writing rather than the processes through which texts are created, or the rich histories of participation in previous literacy events that students bring to any such event. In this contribution, we answer Rose's (2019) call for a bidirectional flow between teachers and researchers by describing a multi-layered inquiry we undertook, studying our teacher education practices as we asked in-service teachers to undertake their own inquiry into students' writing. We describe our experiences adapting a methodological protocol for the observational study of multilingual writers for purposes of teacher education. Specifically, we reflect on our work engaging a set of in-service teachers taking a graduate-level TESOL course in conducting “interactional histories” analyses (Kibler, 2019). Through examples of in-service teachers’ observations and their suggestions for future writing instruction, and our own reflections on the affordances and constraints of our approach, we explore the roles that interactional histories inquiry can play in teacher education. In particular, we describe its potential to help teachers build nuanced understandings of linguistically minoritized multilingual students’ development of writing expertise and identities, and teachers’ complex roles in this process.

中文翻译:

关注多语作家文本背后的互动历史:TESOL教师教育的新方向

尽管研究关注语言少数的多语种学生创作文本的各种微妙的社会过程,但学校的写作教学和评估仍然以学生的书面产品为主导。即使是形成性评估——可以说是教师在设计响应式教学时最有力的工具之一——也倾向于关注对学生写作的仔细分析,而不是文本的创作过程,或者学生参与之前的扫盲活动的丰富历史。任何此类事件。在这篇文章中,我们通过描述我们进行的多层次调查来回答 Rose(2019 年)关于教师和研究人员之间双向流动的呼吁,研究我们的教师教育实践,因为我们要求在职教师对学生的写作进行自己的调查。我们描述了我们为教师教育目的而为多语种作家的观察性研究调整方法协议的经验。具体来说,我们反思了我们的工作,让一组在职教师参加了研究生水平的 TESOL 课程,以进行“交互历史”分析(Kibler,2019 年)。通过在职教师的观察和他们对未来写作教学的建议的例子,以及我们自己对我们方法的可供性和限制的反思,我们探讨了互动历史探究在教师教育中可以发挥的作用。特别是,
更新日期:2021-05-31
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