Confronting the self in teaching bilingual Emirati preservice teachers
Sowa, P. (2018). Sifting through shifting sands: Confronting the self in teaching bilingual Emirati preservice teachers. In J. Sharkey, & M. Madigan Peercy (Eds.), Self-Study of Language and Literacy Teacher Education Practices: Culturally and Linguistically Diverse Contexts (1st ed., Vol. 30, pp. 203-221). Emerald Insight.
This chapter examines how the author, a teacher educator, uses self-study to reframe and reconceptualize her teaching of Emirati preservice teachers. The author describes how conducting self-study helped her shift from using monolingual approaches to teaching Emirati preservice teachers and a focus on improving their English language proficiency, to affirming their bilingual identities, and becoming more culturally responsive. Initially, the researcher posed the question, “how do I frame and reframe my teaching to support the English language learning of my Emirati preservice teachers?” then progressed to asking and answering the question “how can I affirm the bilingual identities of my Emirati preservice teachers and support their English language proficiency?”