This study explores the use of teacher narrative sketches in a graduate level course titled, Language Diversity and Literacy Instruction. The narrative assignment asked students to write stories of their own experiences with language diversity in literacy or other content areas. The shared teacher narratives, which drew on their teacher knowledge, allowed the teachers to reflect on their personal experiences as multilinguals or while working with culturally and linguistically diverse (CLD) students. This reflection spurred conversations and strategies for how they could support CLD students better in the future through the creation of caring and supportive classroom environments to promote social justice.

本研究探讨了在名为“语言多样性和识字教学”的研究生水平课程中使用教师叙述草图。叙事作业要求学生写下自己在识字或其他内容领域的语言多样性经历的故事。共享的教师叙述利用了他们的教师知识，使教师能够反思他们作为多语言者或在与具有文化和语言多样性 (CLD) 的学生一起工作时的个人经历。这种反思激发了关于他们如何通过创造关爱和支持的课堂环境以促进社会正义来在未来更好地支持 CLD 学生的对话和策略。