The Impact of Teacher Education and Experience on Curriculum and Pedagogy to Sustain Linguistic Diversity and Accessibility
Tri-College (Bryn Mawr, Haverford, and Swarthmore Colleges). Department of Linguistics
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This thesis investigates how teachers in American schools are informed by their own education and experience when teaching students with linguistic varieties different from their own. In order to investigate this, I observed a middle school math teacher who graduated from Bryn Mawr College with a teaching certificate. Her practices are made accessible to students from different linguistic backgrounds by creating a shared classroom vocabulary that provides tools for self- advocacy and behavioral mediation. This creates a community of vulnerability, empowerment, dialogue, and reflection. These themes are traceable in this teacher’s education and practice and support her students’ engagement with math.