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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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日本語教育実習における実習生の学びと変化 : 日本語教師養成講座の改善にむけて ; The Learning and Change of Teacher Trainees during Japanese Language Education Training : Toward Improving the Teacher Training Program
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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A Hard Time Seeing the Relevance: Race and Discourse Identity in Language Teacher Preparation
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In: International Journal of Literacy, Culture, and Language Education; Vol. 2 (2022): Special Issue: Language Weaponization in Society and Education; 20-38 ; 2642-4002 (2022)
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Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment
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In: Journal of Culture and Values in Education, 2020, Vol. 3, No. 2, pp. 100-119. (2022)
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"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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Abstract:
Apoyado en mis investigaciones etnográficas tras los años en los Andes, este documento examina la trayectoria de una educadora indígena bilingüe de habla quechua a medida que atravesó (y atraviesa) desde las comunidades rurales de la sierra sur del Perú hacia su desarrollo como maestra, educadora de maestros, investigadora y defensora de lo indígena. En base a mi investigación etnográfica en el Programa de Formación en Educación Intercultural Bilingüe para los Países Andinos (PROEIB) durante el año 2005 y a partir de la trayectoria de vida de Neri Mamani, analizo su narrativa tal como surgió en una entrevista de 4 horas conmigo. Sostengo que el hecho de que Neri y sus compañeros reconozcan, valoren y estudien los múltiples y móviles recursos lingüísticos, culturales e interculturales en sus propias prácticas profesionales y en las de otros en torno a la educación intercultural bilingüe les permite co-construir una identidad indígena que desafía las desigualdades sociales, profundamente arraigadas en su mundo andino. ; Recolzat en les meves investigacions etnogràfiques als Andes, aquest document examina la trajectòria d'una educadora indígena bilingüe de parla quítxua a mesura que va travessar (i travessa) des de les comunitats rurals de la serra sud de Perú cap al seu desenvolupament com a mestra, educadora de mestres, investigadora i defensora de tot allò indígena. Basant-me la meva investigació etnogràfica en el PROEIB durant l'any 2005 i a partir de la trajectòria de vida de Neri Mamani, analitzo la seva narrativa tal com va sorgir en una entrevista de 4 hores amb mi. Sostinc que el fet que Neri i els seus companys reconeguin, valorin i estudiïn els múltiples i mòbils recursos lingüístics, culturals i interculturals en les seves pròpies pràctiques professionals i en les d'altres al voltant de l'educació intercultural bilingüe els permet co-construir una identitat indígena que desafia les desigualtats socials, profundament arrelades en el seu món andí. ; Drawing from my long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator's trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and Quechua advocate. Drawing on my ethnographic research at PROEIB during 2005 and on Neri Mamani's life trajectory, I analyze her narrative as it emerged in a 4-hour interview with me. I argue that Neri and her peers' recognizing, valorizing, and studying the multiple and mobile linguistic, cultural, and intercultural resources at play in their own and others' professional practices around bilingual intercultural education enable them to co-construct an Indigenous identity that challenges deep-seated social inequalities in their Andean world. ; Soutenu par mes recherches ethnographiques après des années dans les Andes, ce document examine la trajectoire d'une éducatrice autochtone bilingue parlant le quechua alors qu'elle traversait (et traverse) les communautés rurales des hauts plateaux du sud du Pérou vers son développement en tant qu'enseignante, éducatrice d'enseignants, de chercheur et de défenseur des autochtones. Sur la base de ma recherche ethnographique dans le programme de formation en éducation interculturelle bilingue pour les pays andins (PROEIB) au cours de l'année 2005 et de la trajectoire de vie de Neri Mamani, j'analyse son récit tel qu'il a émergé dans un entretien de 4 heures avec moi. Je soutiens que le fait que Neri et ses collègues reconnaissent, valorisent et étudient les ressources linguistiques, culturelles et interculturelles multiples et mobiles dans leurs propres pratiques professionnelles et dans celles des autres autour de l'éducation bilingue interculturelle leur permet de co-construire une identité autochtone qui remet en question les inégalités sociales, profondément enracinées dans son monde andin.
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Keyword:
Bilingual intercultural education; Educació intercultural bilingüe; Educación intercultural bilingüe; Education interculturelle bilingüe; Ethnographie; Ethnography; Etnografía; Etnografia; Formació docent; Formación docente; Formation des enseignants; Identidad indígena; Identitat indígena; Identité indigène; Indigenous identity; Pérou; Perú; Teacher education
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URL: https://ddd.uab.cat/record/257565
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Teacher Without Teaching: school and teacher project for special education (1996-2016) ; Professor Sem Ensino: projeto de escola e professor para educação especial (1996-2016)
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In: Educação & Realidade [Education & Reality]; Vol. 46 No. 3 (2021) ; Educação & Realidade; v. 46 n. 3 (2021) ; 2175-6236 ; 0100-3143 (2022)
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Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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Erinnerung und kulturelle Bildung : interdisziplinäre Perspektiven auf Geschichtskultur und zukunftsfähiges schulisches Lernen.
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Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
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In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling
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In: Northwest Journal of Teacher Education (2022)
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Hard work / workload: discursive constructions of teacher work in policy and practice
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In: 1 ; 16 (2022)
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Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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