Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class
ARTICLE
Amber N. Warren
International Journal of Multicultural Education Volume 20, Number 2,
Abstract
This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers' constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers' online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students' needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.
Citation
Warren, A.N. (2018). Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class. International Journal of Multicultural Education, 20(2), 58-80. Retrieved March 28, 2024 from https://www.learntechlib.org/p/188349/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- barriers
- Beliefs
- College Faculty
- computer mediated communication
- Discourse Analysis
- Educational Practices
- electronic learning
- Elementary School Teachers
- English Language Learners
- Experienced Teachers
- Group Discussion
- Inservice Teacher Education
- interaction
- Labeling (of Persons)
- online courses
- Qualitative Research
- Secondary School Teachers
- Special Needs Students
- student diversity