A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses

Authors

  • Sandra I Musanti University of Texas Rio Grande Valley

DOI:

https://doi.org/10.18251/ijme.v19i2.1305

Keywords:

bilingual education, novice teacher, teacher noticing, repertoire of practice, teacher development

Abstract

This qualitative case study investigates a fourth grade novice
bilingual teacher’s repertoire of practice during her first year of teaching.
Drawing on recent work on teacher noticing, the study explores how the
teacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching while
questioning practices and policies and how she negotiated contradictions
through multiple attempts to redefine her teaching practices. Findings show
how the teacher’s ability to notice framed her possibility to bridge her
understandings about teaching, her critical pedagogical discourse, and the
contextual contradictory discourses predominant in her school about bilingual education.

Author Biography

Sandra I Musanti, University of Texas Rio Grande Valley

Sandra I. Musanti is an Associate Professor at the University of Texas Rio Grande Valley. She teaches undergraduate and graduate level courses in bilingual education, biliteracy and sociocultural foundations of education. Her research focuses on teacher preparation and development in relation to language, culture, and identity.

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Published

2017-06-29

How to Cite

Musanti, S. I. (2017). A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses. International Journal of Multicultural Education, 19(2), 146–162. https://doi.org/10.18251/ijme.v19i2.1305

Issue

Vol. 19 No. 2 (2017): Open Theme Issue

Section

Articles (Peer-reviewed)