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?”
Sifting through shifting sands
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. Advances in Research on Teaching Vol. 30
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