Developing Teacher Critical Language Awareness Through Narrative (Funds of) Knowledging

ABSTRACT

This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge into their unit plans. Drawing from program documents such as the in-service teachers’ research proposals, papers, and unit plans, the study highlights how awareness of the intersections of language and local power dynamics in their schools informed their decision-making about their research and curricular designs. At each stage of the research process, the teachers narrated how they restructured their interactional roles within established classroom routines, school-playtime, community, and family-school events for purposes of inquiring about student and family funds of knowledge. By integrating theories of funds of knowledge and CLA, the analysis shows how teacher understandings of sociopolitical and sociolinguistic contexts shaped which, how, and whose knowledge became resources (or not) in their curricular plans. The study suggests the benefit of professional development that includes CLA for purposes of supporting teachers as they aim to incorporate and leverage funds of knowledge of students, families, and communities in their curricula.

KEYWORDS:

• Critical language awareness
• funds of knowledge
• narratives
• teacher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. This paper draws on the work of García (2009) to use the term emergent bilinguals as an alternative to the category of students referred to as English Learners (Els) under Every Student Succeeds Act (ESSA). By using emergent bilinguals, we draw attention to the vast linguistic knowledge learned in households and communities that can be a resource for teaching.

2. These names are pseudonyms selected by the teachers when agreeing to participate in the study.

3. Enrollment total as presented on EdSight.ct.gov, 2018–2019.

4. Percentages for Race/ethnicity category as presented on EdSight.ct.gov, 2018–2019.

5. Percentage of English Learners as presented on EdSight.ct.gov, 2018–2019.

6. Percentage eligible for free or reduced lunch as presented on EdSight.ct.gov, 2018 2019.

7. Total Percentage of ethnicities equals 99.9% on EdSight.ct.gov due to rounding.

8. Although teachers were encouraged to interview students and/or parents, at times a lack of translators restricted teachers’ ability to interview parents. In these situations, teachers were given the option to interview teachers such as ESL/bilingual or Specials teachers from which to get new perspectives about students’ funds of knowledge.

Additional information

Notes on contributors

Meredith McConnochie

Meredith McConnochie is a full-time professor at the University of Saint Joseph in West Hartford, Connecticut. She began her career in education over 20 years ago. Meredith earned a BS in Psychology with a minor in Hispanic Studies from Carnegie Mellon University in 2004, and an MA in Bilingual/Bicultural Education from Columbia Teachers College in 2007. In 2017, she completed a Doctorate Degree in Language Education at Rutgers University. She is currently the Director of Early Childhood-Special Education and Co-Director of TESOL Education within the Department of Education.

Eileen M. González

Eileen M. González is a full-time professor at the University of Saint Joseph in West Hartford, Connecticut. She began her career in education over 27 years ago. She has experience working in Dual Language, TESOL, and other bilingual programs. Eileen attended the University of Connecticut for both her M.A. and Ph.D. In 1998, she graduated with her Master’s Degree in Bilingual Education. In 2013, Eileen earned her doctorate Degree in Curriculum and Instruction. She has been a full-time professor at the University of Saint Joseph since August 2013. She is the Director of Elementary Education and Co-Director of TESOL Education within the Department of Education.