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• W13288082 abstract "How can teach reading when cant even pronounce the words right? Angela,1 a student in an undergraduate literacy methods class instructed, expressed this concern to me after a session on phonics instruction. Angela was embarrassed to ask her question in front of her classmates, who were predominantly White, English-monolingual females. She was worried about whether she, a Spanish and English-speaking bilingual, bicultural individual, could teach reading when she was not fully confident in her own use and pronunciation of the English language. She felt that her accent might serve as an obstacle to her ability to effectively foster the literacy development of her future students. Her question resonated with me, conjuring up many of the insecurities experienced as a preservice teacher in a predominantly White English teacher education program. As a speaker of African American Language2 (see Green, 2002; Smitherman, 1999), was often plagued with could attempt to teach English language arts to students when was non-native to its standard. My family members would often tease me whenever they heard a what she BE talkin bout? or I ain't got no money coming out of my mouth, and they would question, how you gon teach English talkin like that? Becoming a teacher, internalized the understanding that was to make deliberate language choices and decisions based on specific time/place constructs. In" @default.
• W13288082 created "2016-06-24" @default.
• W13288082 creator A5004621646 @default.
• W13288082 date "2010-11-01" @default.
• W13288082 modified "2023-09-25" @default.
• W13288082 title "No Longer on the Margins: Researching the Hybrid literate Identities of Black and Latina Preservice Teachers" @default.
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