Critical Ethnography in a Language Classroom: Learning to Become an Equitable Practitioner

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Author(s): Camillia A. Trombino (Glendale Community College, USA)and Ekaterina Moore (University of Southern California, USA)
Copyright: 2022
Pages: 24
Source title: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Source Author(s)/Editor(s): Jenifer Crawford (University of Southern California, USA)and Robert A. Filback (University of Southern California, USA)
DOI: 10.4018/978-1-7998-8093-6.ch011

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

The chapter discusses a critical mini classroom ethnography as a pedagogical tool for educators working with multilingual learners in K-12 or adult settings. Critical classroom ethnography and culturally responsive instruction in language teaching are discussed. For practicing language educators, a questionnaire, an interview guide, and a reflection template are offered. For pre-service teachers, a structured observation template is included. The suggested tools are discussed in relation to equitable and inclusive educational practices to help develop critical ethnographic skills as they pertain to critically reflective observation which can be utilized by all teachers. The chapter concludes with a discussion of how the mini classroom ethnography's use by a candidate in a language teacher preparation program in the US led to the process of critical and linguistic self-reflection and transformation towards becoming a more culturally responsive and inclusive practitioner.

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Critical Ethnography in a Language Classroom: Learning to Become an Equitable Practitioner

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