期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2006
卷号：5
出版社：University of California, Davis
摘要：From a “feminisms” theoretical perspective my exploratory research examines the challenges involved in the linguistic border crossing of an English-speaking science educator who volunteered to become a “teacher as second language learner”. Specifically, through narrative inquiry I examined the challenges I encountered as a second language learner at a Spanish speaking elementary school in Guatemala. I found that some of the challenges a second language learner might face not only includes acquiring linguistic proficiency, but also dealing with conflicting power and status issues centered around “linguistic disempowerment”. Because of this I suspect that voice (Voice at the Abstract Level) of the second language learner is often not being heard – not just because they do not have oral competency (Voice at the Concrete level) but, because of lack of power. The outcomes of my research suggests that understanding the role of power and status in gaining voice means 1) coming to know the world of others, 2) preparing to work in the world of others, 3) gaining a deeper understanding of the cross-cultural link to the language development process, 4) understanding that learning goes both ways (teacher-learner; learner-teacher), 5) continuing to develop voice (from concrete to abstract), and 6) going beyond self-study to transformative action. These research outcomes have implications both for teachers providing science instruction for second language learners, and for university educators who prepare teachers to work with second language learners.
