Points Of Entry: Transforming The Discourses That Shape Slte - Peercy, Megan
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This study explores how classroom discourses both enabled and constrained two English as a second language (ESL) teachers from using their classroom practices to attend to their English language learners as social beings embedded in social contexts. Classroom discourses are examined as part of a broader discursive network, which include school, district, and preservice university discourses. These discourses and the relationships among them are analyzed to determine how the interaction between them produced and sustained particular knowledge about teaching ELLs.

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Produktbeschreibung
This study explores how classroom discourses both enabled and constrained two English as a second language (ESL) teachers from using their classroom practices to attend to their English language learners as social beings embedded in social contexts. Classroom discourses are examined as part of a broader discursive network, which include school, district, and preservice university discourses. These discourses and the relationships among them are analyzed to determine how the interaction between them produced and sustained particular knowledge about teaching ELLs.
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Autorenporträt
Megan Madigan Peercy is an assistant professor at the University of Maryland. Her research interests include teacher learning and development through examination of the theory-practice relationship and knowledge base for teachers working with language learners, teacher collaboration, and academic language and literacy practices for diverse learners