Band 2, Heft 1

Scholarship on novice language teachers has often overlooked how novices comparatively develop personalized trajectories in the initial years. This study views novice-ness through the lens of identity construction and examines how three Iranian English language teachers in the first, second, and third years of teaching comparatively constructed their teacher identities. Data were collected from semi-structured interviews, classroom observations, post-class discussions, and reflective journals. Data analyses revealed that the teachersʼ identity construction featured similarities (emotion labor, agency conflicts, and identity standard tensions) and differences (sense of belonging, future selves, and resistance). The study demonstrates that novice teachers’ identity construction is influenced by power relations and contextual discourses as well as particularities, which collectively, underscore the importance of reconceptualizing novice-ness in light of teachers’ identity-related professional development.

Student teaching has been conceptualized as an experience that translates into ample teaching practice and meaningful teacher knowledge. Such a conceptualization misses issues that emerge from student teaching as social practice (i.e., the distinctive ways people engage in activities associated with a particular domain of knowledge in a specific social context). Using interview data from a larger qualitative study that investigated pre-service teachers’ learning experiences, I conducted a discourse analysis of Lany’s perspective on her student teaching experience. Unlike other student teachers, Lany perceived the social practices at her placement to be unjust, holding student teaching with contempt and wanting it shortened. Findings indicated an expectations-reality dissonance in student teaching and the reproduction of socially constructed school norms and unequal social relations between school personnel and Lany. These constrained Lany’s abilities to practice teaching and shaped her identities. The study sheds light on the need for teacher educators and other tangential agents to more actively advocate for those who are apprenticing teachers to ensure quality education.

Since the early 2010s, education policy in England has been shaped by so-called knowledge-rich ideologies of curriculum design, built around a purportedly essential body of knowledge which all children must be taught if they are to succeed in school and experience upward social mobility. The knowledge-rich project is underpinned by a colonial, missionary and conservative narrative that the homes of working class and racially marginalised families are illiterate, degenerate, and symptomatic of cultural, linguistic, and cognitive deficit – and these defects must be compensated for through Western-centric curricula. In this article I adopt a raciolinguistic perspective to trace the colonial histories of the knowledge-rich project and its emergence as a political and academic agenda in the 1980s. I argue that the knowledge-rich project is actively designed to sustain white supremacy through the systematic discrediting and annihilation of language practices of racially marginalised children, particularly those racialised as Black. I show how raciolinguistic ideologies are integral to the knowledge-rich project, circulating through racist perceptions about language and society which frame racialised children as displaying linguistic inadequacies which carry a threat to social and national cohesion.

This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program consisting of ELL teacher licensure coursework (plus instructional coaching for two of the treatment teachers). The other three teachers (control group) did not participate in the PD program. Analysis of video-recordings of teachers’ ELA instruction, coded video instances, and time allocations reveal that overall treatment teachers allocated more time for the ELA block, more time for vocabulary, comprehension, and fluency instruction, and in general provided higher quality instruction. The findings provide evidence of the effectiveness of the PD program for improving ELA instruction for ELLs. However, both control and treatment teachers have some discrepancies in the quality and quantity of their literacy instruction compared to evidence-based research. This study holds important implications for literacy educators as they identify and employ strategies best suited for ELLs.

This paper reports an interview study with Chinese international students in an Anglophone university in Quebec, Canada, exploring their use of language and cross-language learning strategies to support their learning of French Lx (third language and beyond). Drawing on plurilingualism, Dynamic Model of Multilingualism, and language learning strategies, this article examines how Chinese learners made dynamic, creative, and, at times, unexpected links among Chinese and other additional languages and mobilized previous learning and professional experience to strategically enhance their French language learning. As a logographic language, Chinese is typologically distant from Latin-based languages. The focal participants, however, generated multilingual, multidirectional, and multimodal connections among the languages they knew. Their agentic assemblage of communicative repertoires for language learning contests the abyssal thinking behind the deficit-oriented label of “allophones” (those whose mother tongue is neither French nor English) that is used widely in the country. The study urges teachers and researchers to rethink language pedagogies that respond to and take full advantage of these student-directed strategies for better learning. Particularly, the paper argues for greater attention to students of non-alphabetic language backgrounds to recognize and co-learn with them about these self-initiated plurilingual strategies in order to build on their metalinguistic resources and create equitable classroom spaces for more effective teaching and learning.