The Impact of Teacher Education and Experience on Curriculum and Pedagogy to Sustain Linguistic Diversity and Accessibility

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dc.contributor.advisorFernald, Theodore B.
dc.contributor.authorAsplundh, Marley
dc.date.accessioned2019-03-07T19:48:30Z
dc.date.available2019-03-07T19:48:30Z
dc.date.issued2019
dc.description.abstractThis 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 selfadvocacy 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 .en_US
dc.description.sponsorshipSwarthmore College. Dept. of Linguisticsen_US
dc.identifier.urihttp://hdl.handle.net/10066/20569
dc.language.isoenen_US
dc.rightsFull copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
dc.rights.accessNo restrictionsen_US
dc.titleThe Impact of Teacher Education and Experience on Curriculum and Pedagogy to Sustain Linguistic Diversity and Accessibilityen_US
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