Abstract
This chapter describes both individual and collective transformations of bilingual preservice teachers during and after the program. In this chapter, I first define the notion of transformation used in this study. I then illustrate the transformative processes which individual CLEAR scholars underwent during and after their participation in the program. Also, I describe the experiences of the instructors in relation to reflexive and critical teaching practices as a result of interaction with the CLEAR students. Finally, I conclude with the possibilities of transformation for bilingual preservice teachers as a lifelong journey.
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Notes
- 1.
To be fair to the instructor, this course was designated as a writing intensive course despite its stated goal to develop technological skills for language teachers/learners. As a result, students were required to write a final research paper as well as construct a technology-based project. Such institutional constraints as heavy workloads may have restrained the instructor from devoting more time to individual student’s request for assistance outside the classroom. This calls for more investigation to reveal the extent to which particular institutional forces plays a role in influencing the ways in which instructions position immigrant/bilingual students with limited proficiency in both English and technology.
- 2.
Although Young mentioned that her active listening was not acknowledged by her instructors, I noticed she always nodded her head, made eye contact, and took notes while her peers were talking. In particular, when Rose was talking, Young was the one who showed her understanding and support for Rose through her nonverbal gestures, such as nodding and eye contact, while other students looked down on their notes or readings.
- 3.
In fact, he never referred American Samoa, his hometown, to its official name. In his dialogue, it was always “Samoa” encompassing both American Samoa and Western Samoa, even Samoan communities outside the islands in the Pacific Ocean (e.g., Samoan people in the US mainland).
- 4.
It has a chiefly or polite variant used in elite communication and a colloquial or vernacular form used in daily communication.
- 5.
I did not notice this phenomenon until my second data analysis process which took place several weeks after the first one.
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Cho, H. (2018). Transformations. In: Critical Literacy Pedagogy for Bilingual Preservice Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-10-7935-1_8
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