Methodologies and teacher stances: how do they interact in classrooms?

• Autores: María Emilia Torres Guzmán
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 14, Nº. 2, 2011 (Ejemplar dedicado a: FROM POLICY TO PRACTICE IN THE MULTILINGUAL APPLE: BILINGUAL EDUCATION IN NEW YORK CITY), págs. 225-241
• Idioma: inglés
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• Resumen

  • In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish–English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of making the text accessible were found. I suggest that an ideationally based methodology of teaching literacy, legitimized by the curricula, may be falling short in attending to bilingual learners' needs. Furthermore, I suggest that teachers must understand the role they can play by taking critical stances in relation to methodologies and propose a hybrid linguistic and cultural scaffolding approach.