‘But You Are Changing Everything I know!’ Teachers’ Views of Pedagogical Change: A Case Study of a Literacy Intervention with Immigrant-Origin Latinx Students

Figures & data

Table 1. Reading and writing intervention undergirding principles (adapted from Valdés et al., 2017).

Reading & writing as fundamentally connected

The more students read and write, the more their reading and writing will improve. Reading also improves writing and writing also improves reading.

Explicit instruction in navigating texts

Immigrant-origin Latino students, like all students, benefit from targeted literary focus Instruction in reading comprehension strategies, to predict, question, monitor, infer, visualize, summarize, and to interpret ideas In understanding the characteristics of different types of text genres, using graphic organizers and model texts Class discussion as a method to further engages students with important concepts in written texts

Writing is about expressing ideas.

Themes and ideas that matter to students. Instructional contexts that values student voice Writing combines skills and understanding for students, Writing involves thinking and planning; it is a process, Student writers learn how to compose, revise, edit… to refine their writing, Students consider their audience(s). Students learn to communicate ideas as effectively as possible.

Table 2. Participating teachers’ background.

Teacher Pseudonym	Grade	Department	Age	Ethnicity	Years of service at the school
Ms. Clara	9^th	ELA^a	31	Latinx	5
Ms. Joy	10^th	ELA	30	Anglo	2
Ms. Love	11^th	ELA	30	Asian	2
Mr. Gosling	12^th	ELA	32	Anglo	6
Mr. Goodwill	10^th	Social Science	26	Anglo	4
Mr. Calma	11^th/12^th	AP Spanish Literature	34	Latinx	6

Table 3. Teacher pedagogical change (TPC).

Surface Pedagogical Change	Consensus Pedagogical Change	Mindful Pedagogical Change
Business as usual teaching	Some if not many new practices implemented	New practices implemented and a demonstrable willingness to explore further
Modification of pedagogies not consistent	Change of teacher practices because of peer influence	Deep understanding leading to teacher’s practice to change
Uncompromising acceptance to new knowledge	Evidence of new knowledge emerging	Internalized knowledge leading to updated pedagogies

Valdés, G., Lomelí, K., & Taube, J. (2017). Nurturing discursive strengths: Efforts to improve the teaching of reading and writing in a latino charter school. In English language arts research and teaching (pp. 107–122). Routledge.

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