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"Coles-Ritchie, Marilee"
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Creating Third Space through Critical Interactions in a High School: Examining Latin@ Students' Experiences in Neocolonial Society
English Learners (ELs) often face school environments dominated by White, English speaking values, history, and education practices. This qualitative action research study focuses on the third space development for ELs, all Latin@ students, in a high school mainstream English Language Arts classroom within a post-colonial theoretical framework. The study's primary focus explores how third space could be opened in a high school classroom through teacher facilitation of critical interaction. The researchers collected data through video observation, student interviews, and teacher reflective journals. The study grew to examine third space throughout the school community in various classrooms using the insights and reflections of the students in the English language classroom, the high school teacher, and a teacher educator. Through the analysis, we found that teachers have ability to actively pursue and facilitate third space, even in a school context that is influenced heavily by dominant history and practices.
Journal Article
Reading and Analyzing Ethnographies through Literature Circles: A Praxis Model for Encouraging Multicultural Educators
This study explores the process of implementing literature circles using ethnographies as the texts to better prepare teachers for multicultural/ multilingual teaching contexts. Data collected by the course instructor and two of the participants, using a Critical Teacher Action Research (CTAR) methodology, indicate that participants think critically, connect to the texts and others, and identify ways to enhance school practice based on the funds of knowledge described in the ethnographic works when participating in literature circles. The author provides the process of implementing literature circles in teacher education courses and provides an action plan for further practice.
Journal Article
Teachers Drawing on the Power of Place to Indigenize Assessment
This chapter focuses on data generated in the summer intensive course “Assessment for the Second Language Classroom.” The course focused on theories of assessment, particularly pressing issues for K–12 teachers in the era of No Child Left Behind (NCLB), and practical development and implementation of authentic assessments based on Indigenous community resources. Using data collected through student and teacher reflections, field notes from the classroom, and portfolios, we demonstrate how the teachers combined elements of funds of knowledge (Gonzalez, Moll, & Amanti 2005) and authentic assessment (O’Malley & Pierce 1996) to reconstruct ways of assessing students’ language development in Yugtun and
Book Chapter
Indigenizing Assessment Using Community Funds of Knowledge: A Critical Action Research Study
In light of attempts to build a stronger appreciation for knowledge that is often constructed by the dominant Western culture's standards, this article focuses on the efforts to create agency among classroom teachers who teach in rural Alaskan schools. In discussions around the theories of assessment—the focal point of a summer course examined herein—the seven teachers in this group gained agency and ownership to begin making critical changes toward assessment practices among Yup'ik children in Alaska. Using data collected through student and teacher dialogic reflections, field notes from the classroom, and individual construction of portfolios, the teachers combined elements of funds of knowledge and authentic assessment to reconstruct ways of assessing students' Yup'ik language development and English based on Indigenous ways of learning. The article demonstrates how teachers indigenized assessment by \"drawing on the power of their place\" to align assessments to the values, symbols and practices of their communities.
Journal Article
National /community discourse, language ideologies and teacher change: Programming for English language learners at Cherry High School
Students who speak a language other than English at home and enter the US public schools come from a wide variety of cultural backgrounds. Research describes the difficulties these students face within a school structure that is designed for European American native English speakers. Within the conversation surrounding school reform, teachers are often referred to as indispensable agents of educational change. Teachers are important agents of change within the school system, but the focus on them as individual agents of change is problematic. Most teacher education research focuses on teachers' attitudes, beliefs and perspectives; the studies described illustrate teachers' actions in specific contexts but fail to explain these actions within the context of the school structures and national/community discourse. This dissertation involved case study research of four teachers from one high school who entered a university English as a Second Language (ESL) endorsement program through a federal grant. This research documents and analyzes their experiences over a 3-year period. While all four teachers expressed concern over the ineffective and inequitable ESL program at their high school, changes to better address the needs of English Language Learners did not occur individually; rather, change occurred collectively through the formation of a teacher group and through developing counter discourse to a dominant national/community discourse. The research reveals how larger national and community discourses impacted decisions made by the teachers and administration and how teachers were both enabled and constrained in their efforts to change the existing program.
Dissertation
Conversations
This final chapter derives from a three-day summative program evaluation session with the Second Language Acquisition Teacher Education (SLATE) faculty. This evaluation session was conducted in November 2010, six months after the majority of the program participants (seventeen of the eighteen teachers and one of the four PhD candidates) had successfully completed their degree programs. Prior to the evaluation session, the eighteenth and final teacher completed her degree (August 2010) and two additional doctoral candidates successfully defended their theses; the fourth PhD candidate was involved in data analysis. Thus, with the project largely complete, the faculty met to discuss the
Book Chapter
Introduction
As Indigenous language communities struggle with language loss, many scholars (Hinton & Hale 2001; Johnson & Swain 1997) and community activists (Kipp 2000) now recognize immersion education as the primary means of restoring Indigenous¹ and other heritage² languages to community use. In the Alaskan context, Indigenous languages are limited to the twenty identified Alaska Native languages and their dialects. Heritage languages include both Alaska Native and immigrant languages. The dominant language is English.
In Alaska, immersion programs are not the only or even the most common program type in place in public school contexts. Given the relatively small number of heritage language
Book Chapter