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Supporting immersion teachers: An au...

Speece, Lauren.

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Supporting immersion teachers: An autoethnography.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting immersion teachers: An autoethnography./
Author:	Speece, Lauren.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	129 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-02, Section: A.
Contained By:	Dissertations Abstracts International79-02A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266885
ISBN:	9780355073348

Supporting immersion teachers: An autoethnography.
Speece, Lauren.

Supporting immersion teachers: An autoethnography. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 129 p.

Source: Dissertations Abstracts International, Volume: 79-02, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2017.

Immersion programs face a variety of challenges that are common to the field, such as lack of materials appropriate for students' language abilities, assessment, teacher recruitment and retention, balancing content and language, and relevant, high quality professional development for teachers. However, within specific micro-contexts, other issues can affect the success of immersion programs. Since the teacher's role is critical in all aspects of the immersion classroom, more emphasis needs to be placed on talking with teachers about their experiences in order to provide better professional development, and to build a stronger community of support. This narrative autoethnography examines my journey both as immersion teacher and teacher coach, as well as the insights of six current immersion teachers in a relatively large Spanish immersion program, spanning four different schools. Based on interviews, reflections, observations, field notes, and narrative inquiry, this study sought to better understand the lived experiences of immersion teachers in order to answer the questions: 1. How do teachers' stories help us understand the context of immersion teachers in one school district? 2. How does this understanding lead to better support of immersion teachers? Findings indicate that in certain micro-contexts, issues of marginalization, devaluing of the second language, and a school within a school dichotomy can occur. Furthermore, teachers themselves have answers to many of these problems if they are given a voice. Using liminal theory to re-frame the discussion of language value and marginalization, this study reports teachers' stories of classroom success, professional support, language and content integration and becoming. By re-framing the dialogue, immersion teachers and administrators should be able to gain agency to confront the social and political dominance of a monolingual education system. Furthermore, continuous, embedded professional development with a focus on sociocultural theory and practice is another manner to address the need for high quality, ongoing professional development of immersion teachers.

ISBN: 9780355073348Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Autoethnography

Supporting immersion teachers: An autoethnography.
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500 $a Source: Dissertations Abstracts International, Volume: 79-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Spence, Lucy.
502 $a Thesis (Ph.D.)--University of South Carolina, 2017.
520 $a Immersion programs face a variety of challenges that are common to the field, such as lack of materials appropriate for students' language abilities, assessment, teacher recruitment and retention, balancing content and language, and relevant, high quality professional development for teachers. However, within specific micro-contexts, other issues can affect the success of immersion programs. Since the teacher's role is critical in all aspects of the immersion classroom, more emphasis needs to be placed on talking with teachers about their experiences in order to provide better professional development, and to build a stronger community of support. This narrative autoethnography examines my journey both as immersion teacher and teacher coach, as well as the insights of six current immersion teachers in a relatively large Spanish immersion program, spanning four different schools. Based on interviews, reflections, observations, field notes, and narrative inquiry, this study sought to better understand the lived experiences of immersion teachers in order to answer the questions: 1. How do teachers' stories help us understand the context of immersion teachers in one school district? 2. How does this understanding lead to better support of immersion teachers? Findings indicate that in certain micro-contexts, issues of marginalization, devaluing of the second language, and a school within a school dichotomy can occur. Furthermore, teachers themselves have answers to many of these problems if they are given a voice. Using liminal theory to re-frame the discussion of language value and marginalization, this study reports teachers' stories of classroom success, professional support, language and content integration and becoming. By re-framing the dialogue, immersion teachers and administrators should be able to gain agency to confront the social and political dominance of a monolingual education system. Furthermore, continuous, embedded professional development with a focus on sociocultural theory and practice is another manner to address the need for high quality, ongoing professional development of immersion teachers.
590 $a School code: 0202.
650 4 $a Bilingual education. $3 2122778
650 4 $a Foreign Language. $3 3434595
650 4 $a Teacher education. $3 3172312
650 4 $a Foreign language instruction. $3 3541319
653 $a Autoethnography
653 $a Immersion
653 $a Liminality
653 $a Professional development
653 $a Second language
690 $a 0282
690 $a 0444
690 $a 0530
710 2 $a University of South Carolina. $b Language & Literacy. $3 3280893
773 0 $t Dissertations Abstracts International $g 79-02A.
790 $a 0202
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266885