자료유형  

 학위논문

Control Number  

0016932991

International Standard Book Number  

9798380606349

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Gao, Jiameng.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Florida., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(244 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

General Note  

Advisor: Pacheco, Mark.

Dissertation Note  

Thesis (Ph.D.)--University of Florida, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약This dissertation study launched an arts-based project to explore the lived multilingual experiences of four bilingual mainstream teacher candidates recruited from a two-year teacher education program in the Southeastern United States which prepared them to teach in K-6 settings. The participants created a language portrait to visualize their languages and then reflected on their multilingual experiences in the focus group interview. Their lived multilingual experiences were further scrutinized through the Language Ideologies Framework (Bacon, 2020) to reveal the relationship to their understanding of teaching emergent bilinguals. Different types of data were analyzed through three-tiered approach (Culshaw, 2019) and critical discourse analysis (Fairclough, 2001).This study found that the participants had diverse language experiences, but they unanimously had a deep identification with home languages and an asset-based view of multilingualism, so they were advocate for culturally and linguistically responsive pedagogy. However, some family- and culture-related factors may disrupt their implementation of this pedagogy. Due to the dominance of English-only ideology and the socioeconomic value of English, the participants held a utilitarian evaluation of English, which resulted in their English-oriented educational goals for the emergent bilinguals. Their heightened sense of obligation and agency promoted their dedication to the teaching in/of English.This study contributed to the scholarship in teacher education. Theoretically, this study enriched the meaning of some factors of the Language Ideologies Framework (Bacon, 2020) and added a new factor to make it more suitable to investigate the language ideologies of bilingual teachers/teacher candidates. Methodologically, this study exemplified how arts-based approach enabled comprehensive representations, sustained ongoing and collaborative artistic inquiry, facilitated well-supported knowledge construction, and increased possibilities for critical research on education. Pedagogically, this study suggested including language portraits as a reflection tool for the teacher candidates. It called for the closer collaboration between the mentor teachers (K-12 schools) and the teacher educations (teacher education programs) and a program-wide coherence that values and promotes multilingualism and multiculturalism.This study concluded that it was a quality arts-based research despite some limitations in ethical, artistic, and accessibility aspects. It proposed a sustainable research plan for the next phases.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Bilingual education.

Index Term-Uncontrolled  

Language experiences

Index Term-Uncontrolled  

Multilingual experiences

Index Term-Uncontrolled  

Multiculturalism

Index Term-Uncontrolled  

Multilingualism

Added Entry-Corporate Name  

University of Florida Curriculum and Instruction (EDD)

Host Item Entry  

Dissertations Abstracts International. 85-04A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:642428