| Abstrakt: |
Classroom teachers and certified English as a Second Language (ESL) teachers struggle staying current with pedagogical approaches and strategies to work with diverse student populations. In order to support Culturally and Linguistically Diverse (CLD) students' success in the classroom, teachers must implement effective teaching strategies. Teaching without knowing the students' background knowledge is problematic for all students. To this end, this study explored (a) how teachers who graduated from a federally funded bilingual and bicultural education program engage in justice agendas for their CLD students, (b) the things these in-service teachers attribute as barriers and support systems in their social justice work, and (c) the educational strategies the in-service Latinx teachers value in their role as advocates in their social justice work. Qualitative and Critical Qualitative Research (CQR) was our overarching framework to examine participants' experiences regarding social justice. Latino/a Critical Race Theory/LatCrit was our theoretical framework with trenzas y mestizaje (braids and mixture) as the methodological framework. Data collection was based on testimonios collected through individual pláticas and group pláticas (formal and/or informal conversations) elicited by the use of tesoros (treasures). Data was analyzed and interpreted through Trenzas y Mestizaje and LatCrit. Specifically, data analysis was achieved through braiding the participants' experiences and/or testimonios. The following prominent themes emerged: (a) Effective classroom strategies, (b) Parent and family involvement, (c) Relationships, (d) Barriers as pre-service and in-service teachers: Resilience. The findings of this study indicate that all participants described their effectiveness as teachers through the implementation of specific strategies, intrinsic motivation for teaching Culturally and Linguistically Diverse Students (CLDs), and the sense of commitment to being role models to their students. Additionally, the findings indicate how the participants were able to overcome barriers through resilience, support from colleagues, administrators, and family members. These participants/Latinx teachers have been teaching advocating, informing, and engaging their students, parent, and families for the past seventeen years, by providing them with resources and strategies to navigate the U.S. education system. [ABSTRACT FROM AUTHOR] |
