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dc.contributor.advisorPeters, Sally
dc.contributor.advisorCarr, Margaret
dc.contributor.authorHarvey, Nola Elizabeth
dc.date.accessioned2011-12-14T22:42:02Z
dc.date.available2011-12-14T22:42:02Z
dc.date.issued2011
dc.identifier.citationHarvey, 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/10289/5959en
dc.identifier.urihttps://hdl.handle.net/10289/5959
dc.description.abstractThis 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.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikato
dc.rightsAll 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.subjectbilingual teachers
dc.subjectcommunity languages
dc.subjectbilingual children
dc.subjectearly years
dc.subjectbilingual
dc.subjectnarrative inquiry
dc.subjectmultilingual
dc.subjectcritical multiculturalism
dc.subjectcultural capital
dc.subjectbelonging
dc.titleTalking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland regionen
dc.typeThesis
thesis.degree.grantorUniversity of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Education (MEd)
dc.date.updated2011-05-18T00:32:14Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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