期刊
TEACHING AND TEACHER EDUCATION
卷 71, 期 -, 页码 98-107出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2017.12.013
关键词
English Language Learners; Instructional conversation; Teacher attitudes; Culturally responsive pedagogy; Discourse analysis
资金
- Institute of Education Sciences, U.S. Department of Education [R305A100670]
Especially in the United States' New South, rapid growth in numbers of Latino/a students, particularly Latino/a English Language Learners (ELLs), has resulted in a cultural clash that is reflected in the often prejudiced attitudes of predominantly white monolingual teachers towards such students. Drawing on qualitative data collected as part of a mixed-methods multi-year study of the effects of teacher training in the culturally responsive Instructional Conversation pedagogy on ELL academic outcomes, the authors argue that while New South teacher attitudes towards ELLs often remain prejudiced, Instructional Conversation training seems to mitigate those negative attitudes over time. (C) 2018 Elsevier Ltd. All rights reserved.
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