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Becoming Teacher Researchers: Using English Learners' Linguistic Capital to Socially Re-Organize Learning

Becoming Teacher Researchers: Using English Learners' Linguistic Capital to Socially Re-Organize Learning

Aria Razfar, Beverly Troiano, Ambareen Nasir, Eunah Yang, Joseph C. Rumenapp, Zayoni Torres
Copyright: © 2015 |Pages: 38
ISBN13: 9781466686687|ISBN10: 1466686685|EISBN13: 9781466686694
DOI: 10.4018/978-1-4666-8668-7.ch011
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MLA

Razfar, Aria, et al. "Becoming Teacher Researchers: Using English Learners' Linguistic Capital to Socially Re-Organize Learning." Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, edited by Patriann Smith and Alex Kumi-Yeboah, IGI Global, 2015, pp. 261-298. https://doi.org/10.4018/978-1-4666-8668-7.ch011

APA

Razfar, A., Troiano, B., Nasir, A., Yang, E., Rumenapp, J. C., & Torres, Z. (2015). Becoming Teacher Researchers: Using English Learners' Linguistic Capital to Socially Re-Organize Learning. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development (pp. 261-298). IGI Global. https://doi.org/10.4018/978-1-4666-8668-7.ch011

Chicago

Razfar, Aria, et al. "Becoming Teacher Researchers: Using English Learners' Linguistic Capital to Socially Re-Organize Learning." In Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, edited by Patriann Smith and Alex Kumi-Yeboah, 261-298. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8668-7.ch011

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Abstract

Drawing on three years of data, we show how an embedded university research team and eleven K-8 educators reorganized learning and negotiated innovative curricular activities for English learners (ELs) in spite of restrictive curricular mandates in an urban Midwestern district. We analyze how participating teachers appropriated theoretical constructs such as cultural historical activity theory (CHAT), third space, funds of knowledge, as well as using discourse analysis to design curriculum aimed at improving language learning through mathematics, science, and community-based problem solving. The learning of teachers was purposefully designed to develop new professional identities. The learning was also designed to move teachers from deficit views of multilingualism to dynamic stances grounded in polyglot language ideologies. We examine the challenges and opportunities of participants' movement from resistant, procedural, and ethnographic identities towards teacher researcher identities.

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