Educational Context for Pedagogies of Discomfort- myassignmenthelp

Question: Discuss about theEducational Context for Pedagogies of Discomfort. Answer: Introduction As the bilingual learners continuously increasing in the classrooms within educational context, therefore there is a high need for the teachers to prepare themselves for the cultural as well as linguistic diversity. Hence, this paper elaborates on the relationship in between the bilingual students, their exemplary teachers and literacy practices as well as focusing on the impacts of the teaching of exemplary teachers towards the literacy of bilingual learners. In the context of research literature, this review shall further examine the empirical studies constituting the two articles- Cross-language transfer of early literacy skills: an examination of young learners in a two-way bilingual immersion elementary school by (Feinauer et al., 2013) and Pedagogies of discomfort: shifting pre-service teachers deficit orientations toward language and literacy resources of emergent bilingual students by Sharma Lazar (2014). Both of these articles are based on the subject of Literacy in challen ging context extracted from the Exemplary teachers of students in poverty( Munns Cole, 2013). Literature review-Literacy In authors of the Literacy in challenging context (Munn Cole, 2013), have elaborated on an in dept context where the literacy is very complicated and hence there is a need for recognizing multiple literacy skills, inclusive of the technology, social aspects, global changes and the cultural traditions. The authors have further investigated the kind of literacy practices right from the early learners to later years in context to the Australian educational system. The practices of early learners literacy begin from the pre-school to the year four. The pre-school concentrates on the text variety, integration, effective practice in reading, writing, listening and speaking, as well as developing letter-sound relationships. The practice of literacy starts from 7 to 8 years in Australia up to middle years. There is also the possibility for teachers who teach literacy to face challenges. This is because when literacy all over the curriculum teachers will either work within a particular subject area or on a broad range of areas. Likewise, in later years the teachers concentrate on integrating literacy learning within a particular subject. Shifting the focus from the illiteracies development, the authors have focused on the issues of social inequity in the Australian education system. The authors have argued that the students belonging from high socio-economic backgrounds have performed better than the ones who belong from low socio-economic statuses. The results have shown that there is a notable gap in the engagement and achievement of the students and hence it plays an important part in the educational development. Bilingual learners and bi-literacy In the article Pedagogies of discomfort: shifting pre-service teachers deficit orientations toward language and literacy resources of emergent bilingual students, by Sharma and Lazar (2014), there is used a mixed-method to study the case. About 73 pre-service teachers who were enrolled in the mid-Atlantic university were the participants. The study was conducted with an aim of exploring the challenges that the monolingual pre-service teachers who have limited bilingual proficiency could have to face while their teaching disposition towards the language diversity and richness in culturally diverse classroom of the United States. In this study, 73 participants (5 males and 68 females) were considered in a required course that is relevant to literacy, culture and language. Researchers have measured that the teaching attitudes of these participant towards the bilingual students through applying both pre and post surveys. Secondly, the qualitative data was inclusive of writing responses to the given open-ended statements. Researchers have gathered their responses firstly, in the month of January and then again in May. With the same, participants were asked to write a self-analysis of the teaching experiences regarding the course that they were asked to enroll. Furthermore, the researchers have also conducted individual interviews with 10 different participants. However, the results were really surprising. The study suggested that pre-service teachers demonstrate a positive disposition towards the students in both the months. In context to the response statements, the capacity and responsibility of the participan ts towards bilingual teaching was maximized from the month of January to May. Overall, it was noted that participants must strengthen their critical understandings of the literacy practices. In comparison to focusing on the disposition of the teachers, Feinauer et al. (2013) have explored the relation in between both the first language proficiency skills as well as second language acquisition for the K-2 grade students in Spanish-English bilingual immersion program. The researchers then carried out a study in the elementary charter school where it included a 50/50 dual immersion framework. A total of 174 candidates were participated in this study and among them 50% were males and 49.4% were females. Literacy assessments and parents surveys were the main measurements along with considering factors associated with home language dominance, family background, as well as home income and parent education. For data analysis, there were four groups- the English, Spanish, Bilingual taught in Spanish and the Bilingual taught in English group were analyzed. The study showed a notable difference. The English group scored the highest mean of 17.6 that showed that English was their dominant home language and their parents mostly receives a higher level of education along with higher incomes. Secondly, the group of bilingual taught in English, scored high both in English and Spanish with children who come from the highly educated families where their parents speak both English and Spanish. Furthermore, the Spanish group achieved 17.1 and this revealed the fact that the children in this group belongs from comparatively low income families and low level of parental education. The group of Bilingual taught in Spanish has a preference for speaking in Spanish at their homes. However, the study suggested that the cross-language transfer showed evidences in between four language groups. Exemplary teaching In authors in Literacy in challenging context (Munns Cole, 2013), emphasized on the models and approaches that teachers incorporate the method of integration within the subject areas with an objective for gaining literacy learning on the varying levels in Australian educational system. Similarly, along with Munns and Cole (2013), a research was conducted by Sharma and Lazar (2014) that focused on the teaching dispositions of teachers that the bilingual language teachers are expected to develop and maintain the awareness of bicultural literacy and bilingualism practices in their classrooms. Similarly, the research that was conducted by Feinauer et al. (2013) suggested the importance of understanding language capacities as cultural continuum especially when the teachers work with the emergent bi-literacy and bilingual skills. Contrast The two articles as well as the chapter Literacy in challenging context share common similarities on the teaching dispositions of the teachers, their attitudes, models and beliefs towards the concept of bilingual literacy teaching and taking into consideration the factors that are associated with cultural diversity and language richness in the classrooms. In Literacy in challenging context (Munns Cole, 2013) the researchers have investigated the case studies in every levels of classrooms with an objective to explore the varying levels of literacy development of students in the Australian educational context. The research by Sharma and Lazar (2014) has focused on the importance of pre-service mono-linguistic teaching dispositions of teachers towards the language diversity and bilingual literacy with the emerging bilingual young children. The study sustained a limitation because only two of the responses cannot reflect the philosophies and beliefs of teaching all 73 participants. Unli ke Sharma and Lazar (2014), the study conducted by Feinauer et al. (2013) has highlighted the significance of the potentials of K-2 students cross-language transfer skills. Overall, three of these studies shared common similarities on the objective for gaining the literacy learning on the varying levels of classrooms and the different age groups of the learners. Implications On Educators- There is a growth in the challenges that might be faced by the bilingual educators during their teaching of the literacy of bilingual students on varying levels within the classroom setting (Rodrguez Guiberson, 2011). Firstly, the early bilingual learners may or may not have enough bilingual literacy skills (Feinauer et al., 2013). It means the early childhood educators might include proper language literacy practices and apply their earlier knowledge when they work with the very young bilingual kindergarteners (Cirino et al., 2007). Secondly, the increase in the emergent bilingualism on the primary and the secondary school students calls for realization of the significance of the shifting instructional behaviors and pedagogies of the teachers depending on linguistic and academic requirements of the bilingual students (Estrada, 2004). In this context, in teaching pedagogy, instructional approaches and teacher quality contributes to the achievement of the student (Foorma n Moats, 2004). On Family and Community- There are some bilingual families that lack resources for the bi-literacy development of their children (Valdes, 2011). Because the home language is a cultural continuum for the bilingual families, the parents might therefore, make their children learn dance and songs in their home language in order to maintain the sense of cultural identity and home language (DeCapua Wintergerst, 2009). The language input in the bilingual families is therefore a cultural connection for preserving their history and home culture (Rodrguez, 2015). Within a nutshell, the impacts for maintaining a language diversity and cultural identity lead positive learning outcomes for the children (Valdes, 2011). Moreover, the community participation in the schools is very crucial for the achievement of the students (Anderson, Houser, Howland, 2010; Bryk, 2010; Coleman, 1988; McAlister, 2013; Sanders, 2006). In this context, the educational professionals and researchers suggest that the ide a- a community partnership with the schools would be developed as an impact of the community leads for a satisfactory outcome for the grade levels of the students (Gross et al., 2015).