ABSTRACT

In this article, we examine the underexplored link between teacher sense-making and professional development on paired literacy approaches. Grounded in a year-long qualitative study in a Dual Language Bilingual Education (DLBE) program in Massachusetts, we recount the experiences of dual language teachers learning about and implementing a biliteracy strategy that connects oracy and literacy, Lotta Lara, for the first time. We found that teachers’ acts of sense-making and sense-giving were meaningful examples of the ways in which spaces of dissonance provide opportunities for critical praxis and transformative change. Based on our findings, we join the extant literature in arguing for the urgency of specialized biliteracy training for dual language teachers.

摘要

在本文中，我们研究了配对读写方法中教师意义构建与专业发展之间未被充分探索的联系。基于对马萨诸塞州双语双语教育 (DLBE) 计划为期一年的定性研究，我们首次讲述了双语教师学习和实施将口语和读写能力连接起来的双语战略的经验，洛塔拉拉。我们发现，教师的意义建构和意义赋予行为是不和谐空间为批判性实践和变革性变革提供机会的方式的有意义的例子。根据我们的研究结果，我们与现有文献一起主张对双语教师进行专业双语培训的紧迫性。