In the highest of need for a transformative new pedagogy with adolescent English Language Learners, I designed and conducted this qualitative case study to answer the questions on the in-depth meaning of innovative teaching practices in new times. Grounded in the sociocultural perspectives, and in accordance with the qualitative case study traditions, this study finds the multidimensional nature of Transformative New Teaching (TNT): Transformative Mediated Instruction (TMI), Transformative Mini Conferencing (TMC), Transformative Multimodal Pracitce (TMP), and Transformative Multilinguocultural Approach (TMA). In the interdependent, interrelated dynamics of the four dimensions of social practices in the classroom and beyond, the teacher, transformation enabler, and apprentice-transformers co-construct We Space and its transformative cultural practices towards learning and development. Their new, and renewing practices also brides a model for a transformative new English as a Second Language sociopedagogy; further it also may contribute to fostering impact on bridging towards cosmopolitan pedagogy.
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|Advisor:||Ageyev, Vladimir S.|
|Commitee:||Brutt-Griffler, Janina, Miller, Suzanne M.|
|School:||State University of New York at Buffalo|
|Department:||Learning and Instruction|
|School Location:||United States -- New York|
|Source:||DAI-A 73/01, Dissertation Abstracts International|
|Subjects:||English as a Second Language, Multicultural Education, Teacher education|
|Keywords:||Engish language learners, English as a second language, Identity, Identity development, Pedagogy, Technology, Transformation, Transformative pedagogy|
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