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

Authors

Sandra I. Musanti, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

6-29-2017

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.

Comments

Original published version available at https://doi.org/10.18251/ijme.v19i2.1305

Recommended Citation

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

Publication Title

International Journal of Multicultural Education

DOI

10.18251/ijme.v19i2.1305