Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region

Harvey, Nola Elizabeth

Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region

dc.contributor.advisor	Peters, Sally
dc.contributor.advisor	Carr, Margaret
dc.contributor.author	Harvey, Nola Elizabeth
dc.date.accessioned	2011-12-14T22:42:02Z
dc.date.available	2011-12-14T22:42:02Z
dc.date.issued	2011
dc.date.updated	2011-05-18T00:32:14Z
dc.description.abstract	This thesis examines the ways in which five bilingual teachers use their two languages in English-medium early childhood services in the Auckland region. Questions regarding the possible mediation of bilingual identities for teachers and children created a further interrogation of teachers' 'lived experiences' of bilingual activity. The research, informed by critical multiculturalism, used a qualitative methodology and Narrative Inquiry that employed a spiral discourse or 'conversation' approach for data collection. The collaborative insights from participants and researcher became the foundation for further analysis. Findings revealed that bilingual teachers in the absence of government policy, worked powerfully to construct a critical bilingual praxis to counter deficit discourses of bilingualism in Aotearoa/New Zealand. Teachers' 'lived experiences' illustrated their deep knowledge of bilingualism and the use of two languages as critical linguistic and cultural resources for teaching and learning. As trusted agents for the educational and home language communities, 'doing self as bilingual teacher' worked cogeneratively to mediate bilingual identities for themselves and for children.
dc.format.mimetype	application/pdf
dc.identifier.citation	Harvey, N. E. (2011). Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/5959	en
dc.identifier.uri	https://hdl.handle.net/10289/5959
dc.language.iso	en
dc.publisher	University of Waikato
dc.rights	All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subject	bilingual teachers
dc.subject	community languages
dc.subject	bilingual children
dc.subject	early years
dc.subject	bilingual
dc.subject	narrative inquiry
dc.subject	multilingual
dc.subject	critical multiculturalism
dc.subject	cultural capital
dc.subject	belonging
dc.title	Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region	en
dc.type	Thesis
pubs.place-of-publication	Hamilton, New Zealand	en_NZ
thesis.degree.grantor	University of Waikato
thesis.degree.level	Masters
thesis.degree.name	Master of Education (MEd)