As a result of the global COVID-19 pandemic, personal relationships and professional communities were instantaneously transformed and thrust into virtual and hybrid settings. In light of these, amongst many, strains on people’s daily... more
As a result of the global COVID-19 pandemic, personal relationships and professional communities were instantaneously transformed and thrust into virtual and hybrid settings. In light of these, amongst many, strains on people’s daily lives, teachers and teacher educators have worked tirelessly to provide equitable educational opportunities for their students. We highlight a multidisciplinary effort from curriculum studies and mathematics education to explore the similarities and differences between our personal experiences teaching during a pandemic without a manual or warning from our cross-cultural perspectives. To capture our unique personal experiences working with prospective teachers in multicultural- and social justice-focused courses, we share our reflections from ongoing conversations about our pedagogical practices; our reflections showcase a juxtaposition between voice and voicelessness—power and powerlessness. We close our reflective discourse with implications for the c...
Different writers, linguists, and researchers present nuances in language acquisition theories. However, few studies explore in-service teachers’ voices in such discourses. It is, therefore, imperative to explore the voices of in-service... more
Different writers, linguists, and researchers present nuances in language acquisition theories. However, few studies explore in-service teachers’ voices in such discourses. It is, therefore, imperative to explore the voices of in-service teachers in such narratives as they teach emergent bilinguals (EBs) and culturally and linguistically diverse students. This paper examined how in-service teachers perceive First Language Acquisition (FLA) theories and how those perceptions influence teaching EBs and informing classroom practice. Centering on Freeman and Freeman’s discussion of five FLA theories (imitation, reinforcement, behaviorist, social interaction, active construction, connectionist), we argue that in-service teachers’ perceptions of first language acquisition theories impact how they teach and engage EBs in their classrooms. Findings show that in-service teachers consider the social interaction theory most beneficial to students’ language development. However, the precariousn...
