Ukryj
Pokaż wszystkie
Wyślij tekst przez e-mail 
Ograniczenia instytucjonalne i postawa sprawcza instruktorów języka angielskiego w tworzeniu kulturowo wrażliwych przestrzeni na zajęciach językowych dla dorosłych
Streszczenie w języku polskim
Opierając się na ekologicznej perspektywie sprawczości, artykuł ten opisuje, jak doświadczenia i relacje dwóch nauczycieli języka angielskiego wpłynęły na ich zdolność do tworzenia wrażliwych kulturowo przestrzeni na zajęciach językowych. Badanie ukazało wiele wyzwań, przed którymi stają lektorzy, wspierając podopiecznych, oraz na wybory, jakich dokonują, aby efektywnie uczyć zróżnicowanych kulturowo i językowo studentów. W artykule przedstawiono rozważania na temat sprawczości nauczycieli angielskiego, koncentrując się na tym, w jaki sposób nauczyciele angielskiego doświadczają ograniczeń w tworzeniu kulturowo wrażliwych przestrzeni na zajęciach językowych dla dorosłych.
Słowa kluczowe
Pełny tekst:
PDF (English)Bibliografia
Alford, Jennifer, Kettle, Margaret. (2017). Teachers’ Reinterpretations of Critical Literacy Policy: Prioritizing Praxis. Critical Inquiry in Language Studies, 14(3), 182–209. DOI: https://doi.org/10.1080/15427587.2017.1288067.
Borjigin, Arongna. (2017). Culturally Relevant Pedagogy in Adult ESL Classrooms – a Case Study of a University Intensive English Program. Electronic Theses and Dissertations. Downloaded from: https://digitalcommons.du.edu/etd/1267/ (access: 30.12.2023).
Bickley, Celeste et al. (2014). Intercultural Communicative Competence: Beliefs and Practices of Adult English as a Second Language Instructors. Alberta Journal of Educational Research, 60(1), 135–160. DOI: https://doi.org/10.11575/ajer.v60i1.55810.
Brooks, Katie, Adams, Susan R. (2015). Developing Agency for Advocacy: Collaborative Inquiry-Focused School-Change Projects as Transformative Learning for Practicing Teachers. The New Educator, 11(4), 292–308. DOI: https://doi.org/10.1080/1547688X.2015.1087758.
Buchanan, Rebecca. (2015). Teacher Identity and Agency in an Era of Accountability. Teachers and Teaching, 21(6), 700–719. DOI: https://doi.org/10.1080/13540602.2015.1044329.
Collins, Laura, Dytynyshyn, Nancy. (2012). Culture and Interculturality in the Adult ESL Context in Urban Quebec: A Case Study. TESL Canada Journal, 30(1), 45–68. DOI: https://doi.org/10.18806/tesl.v30i1.1125.
Creswell, John W., Poth, Cheryl. (2014). Qualitative Inquiry & Research Design: Choosing among Five Approaches. Los Angeles: SAGE Publications.
Dantas-Whitney, Maria, Waldschmidt, Eileen, D. (2009). Moving Toward Critical Cultural Consciousness in ESOL and Bilingual Teacher Education. Bilingual Research Journal, 32(1), pp. 60–76. DOI: https://doi.org/10.1080/15235880902965888.
Gay, Geneva. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), pp. 106–116. DOI: https://doi.org/10.1177/0022487102053002003.
Johnson, Michelle, Chang, Debbie. (2012). Balancing Act: Addressing Culture and Gender in ESL Classrooms. Journal of Adult Education, 41(1), pp. 19–26. Downloaded from: https://eric.ed.gov/?id=EJ991459 (access: 12.08.2024).
Leal, Priscila, Crookes, Graham, V. (2018). Most of My Students Kept Saying, “I never Met a Gay Person”: A Queer English Language Teacher’s Agency for Social Justice. System, 79, pp. 38–48. DOI: https://doi.org/10.1016/j.system.2018.06.005.
Lopez, Ann E. (2011). Culturally Relevant Pedagogy and Critical Literacy in Diverse English Classrooms: A Case Study of a Secondary English Teacher’s Activism and Agency. English Teaching: Practice and Critique, 10(4), pp. 75–93. Downloaded from: https://files.eric.ed.gov/fulltext/EJ962607.pdf (access: 12.08.2024).
Ollerhead, Sue, Burns, Anne. (2016). Creativity as Resistance: Implications for Language Teaching and Teacher Education. In Jones, Rodney, H., Richards, Jack, C. (Eds.), Creativity in Language Teaching: Perspectives from Research and Practice (pp. 227–240). New York: Routledge.
Parhar, Nisha, Sensoy, Özlem. (2011). Culturally Relevant Pedagogy Redux: Canadian Teachers’ Conceptions of Their Work and Its Challenges. Canadian Journal of Education / Revue Canadienne De L’éducation, 34(2), pp. 189–218. Downloaded from: https://www.jstor.org/stable/canajeducrevucan.34.2.189 (access: 12.07.2024).
Priestley, Mark, Biesta, G.J.J., Robinson, Stavroula. (2015). Teacher Agency: An Ecological Approach. London: Bloomsbury.
Priestley, Mark, Edwards, Richard, Priestley, Andrea, Miller, Kate. (2012). Teacher Agency in Curriculum Making: Agents of Change and Spaces for Maneuver. Curriculum Inquiry, 42(2), pp. 191–214. DOI: https://doi.org/10.1111/j.1467-873X.2012.00588.x.
Richards, Jack C. (2008). Second Language Teacher Education Today. Relc Journal: A Journal of Language Teaching and Research, 39(2), pp. 158–177. DOI: https://doi.org/10.1177/0033688208092182.
Richards, Heraldo, V., Brown, Ayanna F., Forde, Timothy, B. (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. Teaching Exceptional Children, 39(3), pp. 64–68. DOI: https://doi.org/10.1177/004005990703900310.
Samson, Jennifer, F., Collins, Brian, A. (2012). Preparing All Teachers to Meet the Needs of English Language Learners. Research to Policy and Practice for Teacher Effectiveness. Center for American Progress. Downloaded from: https://eric.ed.gov/?id=ED535608 (access: 30.12.2023).
Sanczyk-Cruz, Anna, Miller, Elizabeth, R. (2024). Language Teacher Professional Values, Identity Tensions, and Agentive Actions in the Adult ESL Setting. In: Language Teacher Identity Tensions (pp. 231–245). London: Routledge.
Sanczyk-Cruz, Anna, Miller, Elizabeth, R. (2022). The Interplay of Ecological Influences in Language Teacher Identity And Agency Negotiation. In: Sadeghi, Karim, and Farah Ghaderi (Eds), Theory and Practice in Second Language Teacher Identity: Researching, Theorising and Enacting (pp. 263–276). Cham: Springer International Publishing.
Sanczyk, Anna. (2020). Creating Inclusive Adult ESL Classrooms Through Promoting Culturally Responsive Pedagogy. COABE Journal: The Resource for Adult Education, 9(2), pp. 5–16. Downloaded from: https://www.google.com/search?client=safari&rls=en&q=ISSN+2771-9375&ie=UTF-8&oe=UTF-8 (access: 12.03.2024).
Sleeter, Christine, E. (2001). Preparing Teachers for Culturally Diverse Schools: Research and the Overwhelming Presence of Whiteness. Journal of Teacher Education, 52(2), pp. 94–106. DOI: https://doi.org/10.1177/0022487101052002.
Sleeter, Christine, E. (2012). Confronting the Marginalization of Culturally Responsive Pedagogy. Urban Education, 47(3), pp. 562–584. DOI: https://doi.org/10.1177/0042085911431472.
van Lier, Leo. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Dordrecht: Springer Netherlands.
White, Cynthia, J. (2018). Language Teacher Agency. In: Sarah Mercer, Achilleas Kostoulas, Language Teacher Psychology, Multilingual Matters (pp. 196–210). DOI: https://doi.org/10.21832/9781783099467-016.
Williams, Dawn, G., Evans-Winters, Venus. (2005). The Burden of Teaching Teachers: Memoirs of Race Discourse in Teacher Education. Urban Review, 37, p. 201. Downloaded from: https://link.springer.com/article/10.1007/s11256-005-0009-z (access: 12.03.2024).
Young, Evelyn. (2010). Challenges to Conceptualizing and Actualizing Culturally Relevant Pedagogy: How Viable Is the Theory in Classroom Practice? Journal of Teacher Education, 61, pp. 248–260. DOI: https://doi.org/10.1177/0022487109359775.
DOI: http://dx.doi.org/10.17951/ff.2024.42.1.171-184
Data publikacji: 2024-12-13 15:10:45
Data złożenia artykułu: 2023-03-28 09:41:28
Statystyki
Wskaźniki
Odwołania zewnętrzne
- Brak odwołań zewnętrznych
Prawa autorskie (c) 2024 Anna Sańczyk-Cruz
Powyższa praca jest udostępniana na lcencji Creative Commons Attribution 4.0 International License.