Theorizing Practice, Practicing Theory: 12th International Language Teacher Education Conference

Paper (30 minutes = 20 minutes paper presentation + 10 minutes discussion)

This study examines secondary content-area teachers’ learning to teach emergent bilinguals in US public schools. It analyzes data from interviews, course artifacts, and instructional coaching cycles, and presents findings about the ways teachers construct and enact linguistically responsive teacher identities as they engage in critically conscious sociocultural pedagogical practices.