Teachers as critical text analysts: L2 literacies and teachers' work in the context of high-stakes school reform

@inproceedings{Gebhard2008TeachersAC,
  title={Teachers as critical text analysts: L2 literacies and teachers' work in the context of high-stakes school reform},
  author={Meg L. Gebhard and Jan Demers and Zoe Castillo-Rosenthal},
  year={2008}
}
Abstract The authors describe the professional development of L1 and L2 teachers from a comprehensive theoretical perspective that focuses on literacy as a critical social practice, the construction of student/teacher knowledge, and institutional forces that support and/or constrain the academic literacy development of L2 students in the United States. The authors begin with an articulation of the theoretical framework guiding this discussion. Next, they describe how this perspective was… CONTINUE READING

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