Publication Date

5-10-2022

Document Type

Article

Publication Title

Bilingual Research Journal

Volume

45

Issue

1

DOI

10.1080/15235882.2022.2065382

First Page

8

Last Page

25

Abstract

Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes semi-structured interviews and coursework. Findings showed teachers’ ideological and pedagogical clarity co-developed as they implemented a holistic biliteracy practice. Implications for bilingual teacher education include (1) providing opportunities for teacher candidates to practice assets-based formative assessment and instruction; (2) employing a holistic biliteracy orientation; and (3) creating spaces to develop ideology and pedagogy that dismantles harmful monolingual paradigms, practices, and norms.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Bilingual Research Journal on 10 May 2022, available online: http://www.tandfonline.com/10.1080/15235882.2022.2065382.

Department

Teacher Education

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