"This is What My Kids See Every Day": Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Espinoza, Katherine; Nuñez, Idalia; Degollado, Enrique David
• Is Part Of: Journal of language, identity, and education. Volume 20:Issue 1(2021)
• Page Start: 4
• Page End: 17
• Publication Date: 2021-01-02
• Subjects: Bilingual -- border pedagogy -- funds of knowledge -- teacher preparation; Language and education -- Periodicals; Multicultural education -- Periodicals; 306.44
• DOI: 10.1080/15348458.2021.1864204
• Languages: English
• ISSNs: 1534-8458

Abstract

ABSTRACT: The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they helped pre-service teachers develop a sense of belonging and connection. We end with important implications for the field of teacher education regarding the (re)framing of teacher preparation programs so that they center on learning with and from students' and communities' funds of knowledge.