A Bourdieuian Analysis
Teachers' Beliefs about English Language Learners' Academic Challenges (pp. 40-55)
Bibliographic Data
| ID | 2990434 |
|---|---|
| Authors | Jenna Min Shim |
| Year | 2014 |
| Volume | 16 |
| Issue | 1 |
| Publication date | 2014-02-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 1934-5267 • E-ISSN: 1934-5267 |
| Publisher | Eastern University (PUBLISHER • US) |
| DOI | 10.18251/ijme.v16i1.783 |
| OpenAlex | W1763967634 |
| Language | EN |
| Citations received | 8 |
| References cited | 5 |
Using Pierre Bourdieu's concept of habitus, this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of habitus, this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance ELLs' academic lives, as those beliefs shape what teachers teach and what they see as a productive pedagogy in working with ELLs. The analysis indicates that tensions across teachers' beliefs, as well as within each teacher's set of beliefs, can serve as an opening to transform their perspectives toward more equitable pedagogical practices for ELLs
Cultural capital · Ell · English language · Habitus · Mathematics education · Multiculturalism · Pedagogy · Set (abstract data type · Social science · Sociology · Teaching method · Computer Science · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social and Cultural Dynamics
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| Unique citing works | 8 |
|---|---|
| Citations per year | 1 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |