Emergent Bilinguals in Rural Schools: Reframing Teacher Perceptions Through Professional Development

Elizabeth Hughes Karnes, Holly Hansen-Thomas

Source Title: Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators

ISBN13: 9781799819622|ISBN10: 1799819620|ISBN13 Softcover: 9781799819639|EISBN13: 9781799819646

DOI: 10.4018/978-1-7998-1962-2.ch014

MLA

Hughes Karnes, Elizabeth, and Holly Hansen-Thomas. "Emergent Bilinguals in Rural Schools: Reframing Teacher Perceptions Through Professional Development." Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators, edited by Alina Slapac and Sarah A. Coppersmith, IGI Global, 2020, pp. 332-361. https://doi.org/10.4018/978-1-7998-1962-2.ch014

APA

Hughes Karnes, E. & Hansen-Thomas, H. (2020). Emergent Bilinguals in Rural Schools: Reframing Teacher Perceptions Through Professional Development. In A. Slapac & S. Coppersmith (Eds.), Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators (pp. 332-361). IGI Global. https://doi.org/10.4018/978-1-7998-1962-2.ch014

Chicago

Hughes Karnes, Elizabeth, and Holly Hansen-Thomas. "Emergent Bilinguals in Rural Schools: Reframing Teacher Perceptions Through Professional Development." In Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators, edited by Alina Slapac and Sarah A. Coppersmith, 332-361. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1962-2.ch014

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Abstract

This chapter explores rural teacher attitudes towards emergent bilinguals at the secondary level before, during, and after translanguaging professional development. Within the current political climate, accountability measures and assessment training affect teacher perceptions of second language acquisition and add to the deficit perspective. Juxtaposed with the accountability climate are the benefits of rurality and teachers who value the funds of knowledge these linguistically and culturally diverse students possess. Through a mixed methods study using qualitative and quantitative survey data, the authors examined the effects of translanguaging pedagogy on an English-only school district. The translanguaging strategies used in English language arts and reading classrooms showed potential to improve standardized English assessment scores by shifting the monolingual ideology of the teacher participants to a multilingual stance. The results of this study could revise current perceptions and pedagogy for emergent bilinguals.