More than Multilingual: Investigating Teachers' Learning to Support Multilingual Students through an Intersectional Lens

被引：0
|
作者：
Marshall, Samantha A. A. [1 ]
Rivera, Amelia Q. Q. [1 ]
机构：
[1] North Carolina State Univ, Dept Teacher Educ & Learning Sci, Box 7801,2310 Stinson Dr, Raleigh, NC 27695 USA
来源：
EDUCATIONAL FORUM | 2023年 / 87卷 / 04期
关键词：
Equity; multilingual students; English language learners; oppression; intersectionality; CRITICAL RACE THEORY; SPECIAL-EDUCATION; LANGUAGE DIVERSITY; MATHEMATICS; FRAMEWORK; DISPROPORTIONALITY; REPRESENTATION; ERA;
D O I：
10.1080/00131725.2023.2180123
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers' learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice.
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页码：362 / 376
页数：15
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