Bilingual paraprofessionals in the second language acquisition classroom

This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals n...

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Autores principales:	Shawn G. Pennelle, R. E. Case, G. Williams
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	paraprofessional socio-cultural theory teacher education Education (General) L7-991
Acceso en línea:	https://doaj.org/article/5c0dfe7bc3f940a7a1b01a5145c15311
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id	oai:doaj.org-article:5c0dfe7bc3f940a7a1b01a5145c15311
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spelling	oai:doaj.org-article:5c0dfe7bc3f940a7a1b01a5145c153112021-11-11T14:23:42ZBilingual paraprofessionals in the second language acquisition classroom2000-450810.1080/20004508.2021.1994117https://doaj.org/article/5c0dfe7bc3f940a7a1b01a5145c153112021-11-01T00:00:00Zhttp://dx.doi.org/10.1080/20004508.2021.1994117https://doaj.org/toc/2000-4508This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered.Shawn G. PennelleR. E. CaseG. WilliamsTaylor & Francis Grouparticleparaprofessionalsocio-cultural theoryteacher educationEducation (General)L7-991ENEducation Inquiry, Vol 0, Iss 0, Pp 1-16 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	paraprofessional socio-cultural theory teacher education Education (General) L7-991
spellingShingle	paraprofessional socio-cultural theory teacher education Education (General) L7-991 Shawn G. Pennelle R. E. Case G. Williams Bilingual paraprofessionals in the second language acquisition classroom
description	This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered.
format	article
author	Shawn G. Pennelle R. E. Case G. Williams
author_facet	Shawn G. Pennelle R. E. Case G. Williams
author_sort	Shawn G. Pennelle
title	Bilingual paraprofessionals in the second language acquisition classroom
title_short	Bilingual paraprofessionals in the second language acquisition classroom
title_full	Bilingual paraprofessionals in the second language acquisition classroom
title_fullStr	Bilingual paraprofessionals in the second language acquisition classroom
title_full_unstemmed	Bilingual paraprofessionals in the second language acquisition classroom
title_sort	bilingual paraprofessionals in the second language acquisition classroom
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/5c0dfe7bc3f940a7a1b01a5145c15311
work_keys_str_mv	AT shawngpennelle bilingualparaprofessionalsinthesecondlanguageacquisitionclassroom AT recase bilingualparaprofessionalsinthesecondlanguageacquisitionclassroom AT gwilliams bilingualparaprofessionalsinthesecondlanguageacquisitionclassroom
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Bilingual paraprofessionals in the second language acquisition classroom

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