Abstract
This chapter describes how the notion of “third space” was enacted in my classroom to develop critical academic literacies and how the creation of third space facilitated the ideological becoming of the bilingual preservice teachers. Through discourse analysis of classroom discussions, online communications, reflection journal entries, and interviews with students, I demonstrate the ways in which bilingual preservice teachers articulated their understandings of the power issues in light of their social worlds. It is revealed that in my classroom, we regularly dealt with the visible of the invisible struggle of minority students in US college settings. Rather than dispensing with emotionality, we valued, embraced, and cultivated its contributing strengths as bilingual students. This chapter argues for a critical examination of bilingual preservice teachers’ academic literacies (e.g., plagiarism and silence in the classroom) to explore the complex, contradictory, and fluid nature of their social identity.
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Notes
- 1.
In Chap. 8, I further discuss the transformations occurred in both students and instructors as a result of their participation in CLEAR seminars.
- 2.
In Chap. 7, I further discuss the challenges I faced in my teaching which resulted from the binary discourse of native versus non-native speakers in bilingual students’ narratives.
- 3.
For more transformative narratives of Young’s, see Chap. 8.
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Cho, H. (2018). Critical Literacy Practices in Third Space. In: Critical Literacy Pedagogy for Bilingual Preservice Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-10-7935-1_5
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