Abstract Title:
Developing Professional Identities as ESOL Teachers:
Cultural Productions of Bilingual Paraeducators Enrolled in a Career
Ladder Program
is part
of the Paper Session:
Personal Transformations in Learning to Teach Towards
Social Justice
scheduled on Wednesday, 4/14/2004 at 8:05
a.m.
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Author(s):
Jorge
P. Osterling -
George Mason University
(Presenter)
Sherry
Steeley -
George Mason University
(Presenter)
Abstract:
This study analyzes the complex, contradictory nature of
the higher educational experiences of bilingual paraeducators as
they interact with a multicultural, social reconstructionist
career ladder teacher-training program located in East Coast's Mid
Atlantic region. The study focuses on non-native English-speaking
paraeducators with extensive professional experience currently
working in U.S. PK-12 schools.
This study focuses on
different, sometimes, opposing positions and beliefs about the
roles of American schools and teachers addressing the educational
needs of culturally and linguistically diverse students that these
paraeducators bring to American schools and, on how each of them
“constructs” their professional identity as a certified teacher of
English for Speakers of Other Languages (ESOL) It adds on the
literature on the training of bilingual ESOL teachers by focusing
on the unique needs and perspectives of paraeducators whose
backgrounds parallel those of their English language learner (ELL)
students. One significant conclusion is the importance of
understanding paraeducator/ preservice teachers' backgrounds as
they interact with the often-contradictory forces that affect
teacher preparation for America's 21st Century diverse
schools.
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