Ethics, Power and Fidelity

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• Ethics, Power and Fidelity
• in
• Bilingual Research
• Shelley Wong, Ed.D.Hyungmi Joo, Ph.D.Michelle
  Kwan Ph.D.Jorge P. Osterling, Ph.D.

Friday, March 17, 2006
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Abstract

• Panelists reflect on their personal challenges in
  conducting bilingual research
• The politics of translation and sensitive racial
  or political issues.
• How can research
• Give back to language minority students and
  communities and
• Support reflective practices in our own teaching?

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Program

• Hyungmi Joo, Ph.D.Translation in Bilingual
  Research Contextualizing Participants Voices
• Michelle Kwan, Ph.D.A Gift or a Constraint? The
  Journey of Being a Reflective Participant.
• Jorge P. Osterling, Ph.D.
• Personal Transformations in Learning to Teach
  Towards Social Justice

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Teaching as a Profession

• Technician
• Consumers of professional knowledge
• Follow guidelines of school and curriculum
  prescribed by school administrators.

• Professional
• Knowledgeable of learning theories and methods
  of instruction.
• Active constructors of knowledge.
• Intelligent, reflective practitioner.

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Ethics, Power and Fidelity In Bilingual Research

• Personal Transformationsin Learning to Teach
• Towards Social Justice
• Jorge P. Osterling, Ph.D.
• George Mason UniversityTESOL 2006

Friday, March 17, 2006
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(No Transcript)
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Objective

• This study explores the development of Teacher
  Identity among bilingual paraeducators enrolled
  in a Career Ladder Teacher Education Program
  through a series of semi-structured interviews.

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Statement?

• Teachers cannot transform schools until they
  transform themselves

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Methodology

• Drawing both on the idea of teacher identity
• From the literature of teacher education and
• On existing studies of professional stereotypes
  and professional identity development among
  bilingual paraeducators
• This study explores
• The degree to which bilingual paraeducators think
  of themselves as teachers,
• The ways in which teaching has become a feature
  of their professional identity,
• The factors that may influence bilingual
  paraeducators to adopt a teacher identity as
  part of their personal understandings of their
  role in the TESOL field.

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Reflection Questions

• Teachers cannot transform schools until they
  transform themselves

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Purpose of Presentation

• Understanding the importance of recognizing
  diverse groups for personal empowerment and
  societal transformation
• Understanding the importance of personal
  reflection with regards to race, culture, gender,
  and ethnicity
• Understanding the importance of engaging students
  in dialogue about multicultural issues regardless
  of the academic discipline
• Understanding the importance of adapting teaching
  practices to create a culturally responsive
  learning environment for students
• Implications and Recommendations Where do we go
  from here?

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Preliminary ReportA Work In Progress

• How are decisions about
• CEHDs programs and activities being made against
  the background of
• a social justice perspective?

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Participants

• Two IHEs
• GMU
• NVCC
• Three LEAs
• APS
• FCPS
• PWCPS

Participants Enrollment Participants Enrollment
NVCC no, AA degree -- less 60 credits 12
GMU no, BA 60 120 credits 15
GMU BA or higher, no license 22
TOTAL 49
Left Program (all continue working) 16 (32.7)
http//http//gse.gmu.edu/programs/bpclttp/index.
htm(703) 993-8136
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Participants Profile

• Received a AA, BA, MA or equivalent degree from
  an institution of higher education overseas.
• Majority
• Non-native English speakers BICS level,
• Speak two or more world languages.

• Non Traditional Students
• Average age 41,
• Have family responsibilities, several single
  parents with young dependents
• Have been away from school for an extended period
  of time,
• Work full-time at a LEA.

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Academic Success September 04 Indicators
Participants
Enrolled in BIPACAL(2000 2005) 49
Left BIPACAL(All undergraduates) 16 (32.7 )
Earned Bachelors Degree 31
Passed PRAXIS-IVA Composite Score 532 25
Received Provisional ESOL Teaching License 6
Earned ESOL Teaching License 4
Projected Teaching Licenses by End of Program 20
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Academic Success September 04 Indicators
Participants Average Score
GPA Over 3.5 (Deans List) 26 3.86
Below 3.5 18 2.97
TOEFL 19 558
PRAXIS-I Passed (532 or higher) 25 536
Took Exam 37 528
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Academic and Student Support Services offered to
BIPACALs Non Traditional Students

• Academic Advisement
• Writing Center (e.g., EDUC 301)
• Math Review courses (e.g., PRAXIS)
• Tutoring Services
• Evening and summer classes
• Personal Counseling Services
• First year teacher induction

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Need for Paraeducator Career Ladder Teacher
Education Programs
Challenges/Obstacles BIPACAL Supports
FinancialDifficulty in paying tuitionand supporting self and family. Tuition paid. Stipends to supplement school division's leave of absence. School division's willingness to retain paid paraeducators while enrolled in BIPACAL project.
SocialIsolation on an IHE-culture predominantly designed for native- English, Anglo students, mostly in their twenties or early thirties. Provision for child care/ transportation (within the stipend). Bilingual/ bicultural counseling/ mentoring opportunities.
Academic Inadequate academic preparation. Classes scheduled during work time. English difficulties. Need for advising and monitoring. Flexible schedule. Closely monitored academic advising. Tutoring. English language instruction CALPS level. On-site faculty mentors. PRAXIS-I review courses