This study uses narrative inquiry and reflexive ethnographic methods to complicate and add to the body of first year teacher literature by exploring the intersections of language and culture in today's schools and through the narratives of first year English as a second language (ESL) teachers. This research also provides new knowledge regarding the development of ESL teachers---a topic given little attention by the research community. In addition, it provides information about a unique induction context worth attention due to new migration patterns and the rapidly growing population of culturally and linguistically diverse students. This work also adds to the body of multicultural education literature by highlighting the voices of English language learners and their teachers. Using the theoretical orientation of political and ideological clarity and care, this study investigates the critical first year of four ESL teachers to describe key personal, contextual, and structural factors that influenced their professional beliefs and practices. In addition, the study explores the conversations of first year ESL teachers during new teacher support group meetings and their understandings of the unique position they inhabit in schools as teachers of culturally and linguistically diverse students. Finally, one teacher's journey toward culturally responsive teaching and Funds of Knowledge is examined in depth.The book is a collection of autobiographical short stories about a young kid who illegally immigrates to the U.S. with is family in search of migrant agricultural work . Sarah was quick to point out that she understood that this book didna#39;t directlyanbsp;...
|Title||:||Toward Political and Ideological Clarity and Care: First Year ESL Teachers and Culturally Responsive Pedagogy|
|Publisher||:||ProQuest - 2008|