Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class

Authors

DOI:

https://doi.org/10.18251/ijme.v20i2.1586

Keywords:

teacher education, online class, linguistically diverse, English learners, discourse analysis

Abstract

This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers’ constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers’ online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students’ needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.

Author Biography

Amber N. Warren, University of Nevada, Reno

Amber N. Warren is an Assistant Professor of Literacy, Language, and Culture at the University of Nevada, Reno. In her research, she primarily uses discourse and conversation analysis methods to explore teacher preparation for working with multilingual learners, interaction in online education contexts, and the intersection of teacher practice and education policy.

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Published

2018-06-30

How to Cite

Warren, A. N. (2018). Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class. International Journal of Multicultural Education, 20(2), 58–80. https://doi.org/10.18251/ijme.v20i2.1586

Issue

Section

Articles (Peer-reviewed)