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ERIC Number: EJ1370798
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1367-0050
EISSN: EISSN-1747-7522
Spaces of Dissonance in Dual Language: Teacher Sense-Making of a New Biliteracy Strategy
Solano-Campos, Ana; Burns, Meg
International Journal of Bilingual Education and Bilingualism, v25 n10 p3875-3887 2022
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A