Teacher Candidates' Negotiation of Deficit Discourse about Multilingual Learners in a Clinical Simulation
Bibliographic Data
| ID | 7169355 |
|---|---|
| Authors | Jessica Fundalinski (0009-0003-9107-5736, Syracuse University School of Education Syracuse New York USA, corresponding author), Benjamin H Dotger (Syracuse University), Benjamin Dotger (Syracuse University School of Education Syracuse New York USA) |
| Year | 2025 |
| Volume | 59 |
| Issue | 4 |
| Pages | 2119-2148 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.3406 |
| OpenAlex | W4411185381 |
| Language | EN |
| References cited | 32 |
Teachers and teacher candidates have been documented using deficit discourse about multilingual learners (MLs), but little is known about how dialogic interactions take place or how such language is challenged in real time. This study examines how undergraduate teacher candidates (TCs) engage in a simulated conversation with a teacher colleague who uses deficit discourse toward MLs. The resulting data highlight how TCs use both resistance strategies to navigate deficit discourse, while also tacitly endorsing and approving deficit discourse at other conversation markers. Implications center on how schools of education can use simulations as practice‐based spaces to challenge deficit discourse
Linguistics · Negotiation · Pedagogy · Sociology · Interpreting and Communication in Healthcare · Philosophy · Psychology
Presuming Competence
Extending the use of soil survey information
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
Teacher Agency in Bilingual Spaces
Redefining teaching, re‐imagining teacher education
Critical language awareness through advocacy
The discourse of ESL advocacy in a simulated environment
Challenging Majoritarian Tales
Speaking’ deficit into (or out of) existence
I had no idea”
How Preservice Teachers Begin to Develop Equitable Visions for Teaching Multilingual Learners
Classroom as Neo‐National Microcosm
Ways of interacting
Signature pedagogies in the professions
Re-mediating Literacy
Within-Case and Across-Case Approaches to Qualitative Data Analysis
Core Pedagogy
Preparing Linguistically Responsive Teachers
| Citation velocity | historical |
|---|---|
| Highly cited | No |