A High School Teacher's Examination of Third Space for English Learners through Post-Colonial Theory

Jacob Tyler Jobe, Marilee Coles-Ritchie, Ph.D.

Abstract


English Learners (ELs) often face school environments dominated by White, English speaking values, history, and education practices. This qualitative action research study focuses on the third space development for ELs, all Latin@ students, in a high school mainstream English Language Arts classroom. The study’s primary focus was how third space could be improved in a high school classroom through teacher facilitation of critical interaction. The data was collected through video observation, student interviews, and teacher reflective journals. The study grew to examine third space throughout the school community in various classrooms using the insights and reflections of the students in the English language classroom, the high school teacher, and a teacher educator.  Through the analysis, we found that teachers have abiltiy to actively pursue and facilitate third space, even in a school context that cannot be equal.


Keywords


high school; English learners, post-colonial theory; critical interactions; third space

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The NABE Journal of Research and Practice is a publication of the National Association for Bilingual Education in association with the Northern Arizona University College of Education.  For more information, visit About the journal.

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