Coverart for item
The Resource Critical literacy pedagogy for bilingual preservice teachers : exploring social identity and academic literacies, Hyesun Cho

Critical literacy pedagogy for bilingual preservice teachers : exploring social identity and academic literacies, Hyesun Cho

Label
Critical literacy pedagogy for bilingual preservice teachers : exploring social identity and academic literacies
Title
Critical literacy pedagogy for bilingual preservice teachers
Title remainder
exploring social identity and academic literacies
Statement of responsibility
Hyesun Cho
Creator
Author
Subject
Language
eng
Summary
This book presents a participatory action research study exploring the social identity and academic literacies of bilingual preservice teachers. It describes the transformative experiences of undergraduate students during their participation in a program specially designed to develop bilingual teachers in Hawaii, USA. Further, it discusses how the curriculum and instruction in the classroom provide a ‘third space’ for facilitating peer interaction and critical reflection on such issues as academic literacy, heritage language education, and teacher identity. In doing so, it connects ideas of social identity and academic literacies of bilingual preservice teachers to the zreal worky of mentoring and teaching PreK-12 students themselves
Cataloging source
N$T
http://library.link/vocab/creatorName
Cho, Hyesun
Dewey number
370.117
Index
no index present
LC call number
LC3715
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/subjectName
  • Education, Bilingual
  • Critical pedagogy
  • Multicultural education
  • Education
  • Teaching and Teacher Education
  • Literacy
  • Language Education
Label
Critical literacy pedagogy for bilingual preservice teachers : exploring social identity and academic literacies, Hyesun Cho
Instantiates
Publication
Copyright
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Intro; Foreword; Acknowledgments; Contents; Chapter 1: Introduction; 1.1 The CLEAR Program; 1.2 A Path Toward Teacher Conscientization; 1.3 Participatory Action Research: An Alternative Approach; 1.4 What Does It All Mean?; 1.4.1 Implications for Applied Linguistics; 1.4.2 Implications for L2 Critical Pedagogy; 1.4.3 Implications for Teacher Education; 1.5 The Organization of the Book; References; Chapter 2: Conceptual Framework; 2.1 Theorizing Social Identity; 2.1.1 Identities in Communities of Practice; 2.1.2 Academic Discourse Community
  • 2.1.3 Language Minority Students ́Identities in Academic Discourse Communities2.1.4 Enactment of Agency As Transformation in L2 Academic Literacy Learning; 2.2 Theorizing Critical Academic Literacies; 2.2.1 Literacy Redefined; 2.3 Academic Literacies; 2.4 Critical Academic Literacies; 2.5 Summary; References; Chapter 3: Research Design; 3.1 Action Research; 3.2 Participatory Action Research; 3.3 Narrative Inquiry; 3.4 The Research Site; 3.4.1 Sociocultural and Linguistic Contexts of Hawaii; 3.4.2 The University of Hawaii; 3.4.3 The CLEAR Program; 3.4.4 Seminars and Participants
  • 3.5 Data Collection3.6 Data Analysis; 3.6.1 The Cyclical Process of Data Collection and Analysis; 3.6.2 My Positionality; 3.6.3 Possible Challenges of Participatory Action Research; 3.7 Summary; References; Chapter 4: Situated Learning in Seminars from a Community of Practice Perspective; 4.1 Situated Learning in Communities of Practice; 4.1.1 What Is a Community of Practice?; 4.1.2 Learning and Identity in Academic Communities of Practice; 4.2 Situating Student Learning in CLEAR Within the CoP Framework; 4.2.1 Creating a Cohort Community with Sustained Support and Rapport
  • 4.2.2 Producing Artifacts as Shared Repertoires4.2.3 Various Artifacts in Practicum; 4.3 Narratives as a Process of Mutual Engagement; 4.3.1 My Narratives Shared in the Seminar; 4.3.1.1 Participating in Communities of Practice Beyond the Seminar Classroom; 4.4 Summary; Appendices; Appendix A: Transcription Conventions; Appendix B: Shared Goals and Artifacts in the CLEAR Seminar Series; References; Chapter 5: Critical Literacy Practices in Third Space; 5.1 Third Space; 5.2 BakhtinÂś Heteroglossia and Ideological Becoming; 5.3 The Actualization of Third Space in the Seminars
  • 5.3.1 Literacy Autobiography5.3.2 Students as Ethnographers in Academic Discourse Communities; 5.4 Critical Class Discussions of Academic Literacies and Discourses; 5.4.1 Contesting the Representations of Race, Ethnicity, and Language; 5.4.1.1 Plagiarism; 5.4.1.2 Silence = Nonparticipation?; 5.4.2 Challenging Pedagogical Practices in College Classrooms; 5.4.2.1 What Are F̀̀ree-WritesÂÁ̂ ́Really for?; 5.4.2.2 Theory-Driven Courses and the Relationship Between Teacher and Students; 5.5 Summary; References; Chapter 6: The Complexity and Hybridity of Social Identity
Control code
SPR1023575355
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9789811079344
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-981-10-7935-1
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • on1023575355
  • (OCoLC)1023575355
Label
Critical literacy pedagogy for bilingual preservice teachers : exploring social identity and academic literacies, Hyesun Cho
Publication
Copyright
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Intro; Foreword; Acknowledgments; Contents; Chapter 1: Introduction; 1.1 The CLEAR Program; 1.2 A Path Toward Teacher Conscientization; 1.3 Participatory Action Research: An Alternative Approach; 1.4 What Does It All Mean?; 1.4.1 Implications for Applied Linguistics; 1.4.2 Implications for L2 Critical Pedagogy; 1.4.3 Implications for Teacher Education; 1.5 The Organization of the Book; References; Chapter 2: Conceptual Framework; 2.1 Theorizing Social Identity; 2.1.1 Identities in Communities of Practice; 2.1.2 Academic Discourse Community
  • 2.1.3 Language Minority Students ́Identities in Academic Discourse Communities2.1.4 Enactment of Agency As Transformation in L2 Academic Literacy Learning; 2.2 Theorizing Critical Academic Literacies; 2.2.1 Literacy Redefined; 2.3 Academic Literacies; 2.4 Critical Academic Literacies; 2.5 Summary; References; Chapter 3: Research Design; 3.1 Action Research; 3.2 Participatory Action Research; 3.3 Narrative Inquiry; 3.4 The Research Site; 3.4.1 Sociocultural and Linguistic Contexts of Hawaii; 3.4.2 The University of Hawaii; 3.4.3 The CLEAR Program; 3.4.4 Seminars and Participants
  • 3.5 Data Collection3.6 Data Analysis; 3.6.1 The Cyclical Process of Data Collection and Analysis; 3.6.2 My Positionality; 3.6.3 Possible Challenges of Participatory Action Research; 3.7 Summary; References; Chapter 4: Situated Learning in Seminars from a Community of Practice Perspective; 4.1 Situated Learning in Communities of Practice; 4.1.1 What Is a Community of Practice?; 4.1.2 Learning and Identity in Academic Communities of Practice; 4.2 Situating Student Learning in CLEAR Within the CoP Framework; 4.2.1 Creating a Cohort Community with Sustained Support and Rapport
  • 4.2.2 Producing Artifacts as Shared Repertoires4.2.3 Various Artifacts in Practicum; 4.3 Narratives as a Process of Mutual Engagement; 4.3.1 My Narratives Shared in the Seminar; 4.3.1.1 Participating in Communities of Practice Beyond the Seminar Classroom; 4.4 Summary; Appendices; Appendix A: Transcription Conventions; Appendix B: Shared Goals and Artifacts in the CLEAR Seminar Series; References; Chapter 5: Critical Literacy Practices in Third Space; 5.1 Third Space; 5.2 BakhtinÂś Heteroglossia and Ideological Becoming; 5.3 The Actualization of Third Space in the Seminars
  • 5.3.1 Literacy Autobiography5.3.2 Students as Ethnographers in Academic Discourse Communities; 5.4 Critical Class Discussions of Academic Literacies and Discourses; 5.4.1 Contesting the Representations of Race, Ethnicity, and Language; 5.4.1.1 Plagiarism; 5.4.1.2 Silence = Nonparticipation?; 5.4.2 Challenging Pedagogical Practices in College Classrooms; 5.4.2.1 What Are F̀̀ree-WritesÂÁ̂ ́Really for?; 5.4.2.2 Theory-Driven Courses and the Relationship Between Teacher and Students; 5.5 Summary; References; Chapter 6: The Complexity and Hybridity of Social Identity
Control code
SPR1023575355
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9789811079344
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-981-10-7935-1
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • on1023575355
  • (OCoLC)1023575355

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