Dissertation
Learning from lived experiences: strengths and insights of bilingual immigrant teachers
Washington State University
Doctor of Philosophy (PhD), Washington State University
05/2007
DOI:
https://doi.org/10.7273/000005684
Abstract
The primary purpose of this study was to closely examine the livedexperiences of a group of seven bilingual and bicultural ELL paraeducators as they transition from support positions in schools and classrooms to certified teaching positions. The emphasis was to gain understanding about the ways in which the participants' own experiences as immigrants and English language learners specially equip them to be classroom teachers. A second purpose was to inform educational practice with regard to teacher preparation and at the classroom level. This was accomplished through exploration of insights gleaned from the participants' lived-experiences and examination of the qualities and strengths they bring with them to their work as teachers. A hermeneutic phenomenological research perspective served as the conceptual approach for considering a variety of data on each of the participants. Life story interviews, reflective contributions from participants, photographic portraits, and observations of their teaching provided the substance for written portraits of the participants. Analysis during the portraiture process and through a comparison of the portraits served to inform the findings of the study. Four general conclusions were generated. First, based on their personal experiences, bilingual immigrant teachers approach the profession from a culturally responsive perspective that not only influences their instructional practices but also their advocacy for students. Second, because of their vast experiences as immigrants, second language learners and paraeducators, educators such as the ones in this study have the potential to become leaders who can guide others - including preservice and inservice educators - in issues relating to the education and welfare of culturally and linguistically diverse students and their families. Third, as they transition into their new roles as teachers, certain sociocultural factors can present challenges for bilingual immigrant paraeducators that have the potential to hinder their inclusion into the staff or faculty. Finally, linguistically and culturally diverse teacher candidates benefit from having additional support systems such as a cohort model and mentors who have experienced similar challenges, not only during their teacher preparation programs but also throughout their first years of teaching.
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Details
- Title
- Learning from lived experiences
- Creators
- Catherine L. Carrison
- Contributors
- Gisela Ernst-Slavit (Chair)Paul Goldman (Committee Member)Joy Lynn Egbert (Committee Member) - Washington State University, Department of Teaching and LearningDarcy E Miller (Committee Member) - Washington State University, Department of Teaching and LearningDeanna Day-Wiff (Committee Member) - Washington State University, Department of Teaching and Learning
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 276
- Identifiers
- 99901054759401842
- Language
- English
- Resource Type
- Dissertation