February 2019
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14 Reads
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Publications (14)
April 2017
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143 Reads
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4 Citations
Journal of American Indian Education
We examine language revitalization as it unfolds in Tsalagi Dideloquasdi, a Cherokee immersion school in Tahlequah, Oklahoma. Using qualitative and linguistic data collected over two years, we explore how students' meaning-making practices are influenced by macro-, meso-, and microlevel sociolinguistic dimensions. We find that Tsalagi Dideloquasdi is a quintessential translanguaging space, shaped by multiple competencies shared by students, teachers, and parents, as well as the fluid bilinguality characteristic of language-contact situations. We argue Cherokee language revitalization is a process of renewal, not a return to idealized notions of “speakerhood” and proficiency. Moreover, immersion students are agents of linguistic transformation as Cherokee is reinstated in traditional sociolinguistic domains, as well as in new domains traditionally devoid of the language, such as schools.
March 2017
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5 Reads
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4 Citations
Journal of American Indian Education
March 2016
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34 Reads
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5 Citations
How are two or more languages learned and contained in the same mind or the same community? This handbook presents an up-to-date view of the concept of multi-competence, exploring the research questions it has generated and the methods that have been used to investigate it. The book brings together psychologists, sociolinguists, Second Language Acquisition (SLA) researchers, and language teachers from across the world to look at how multi-competence relates to their own areas of study. This comprehensive, state-of-the-art exploration of multi-competence research and ideas offers a powerful critique of the values and methods of classical SLA research, and an exciting preview of the future implications of multi-competence for research and thinking about language. It is an essential reference for all those concerned with language learning, language use and language teaching.
October 2012
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56 Reads
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13 Citations
The Teacher Educator
This study investigates the role that a socioculturally grounded university English to Speakers of Other Languages (ESOL) program played in shaping teachers' work with English Language Learners (ELLs). Subjects were a group of teachers at “Wheatland Elementary School,” a newly designated ESOL site for a school district in Kansas. From an analysis of teachers' comments on course evaluations, written class assignments, formal observations of their post-coursework instruction, and a questionnaire administered at the onset and conclusion of an 18 credit-hour program, we examined changes in teachers' (a) attitudes toward ELLs, (b) beliefs about how children acquire second languages, and (c) knowledge of pedagogical practices that promote successful language and content learning. Our findings suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised.
December 2011
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22 Reads
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7 Citations
September 2011
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26 Reads
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6 Citations
Action in Teacher Education
This study offers a descriptive exploration of how specific life and career experiences metaphorically shape alternatively licensed, adult career changers' orientations toward teaching mathematics and science in urban secondary schools. The authors demonstrate that the metaphors these teachers employed provide important insights into what they expected and what they actually experienced in their work. They argue that a critical engagement of these metaphors has important implications for program administrators, university instructors, and school personnel concerned with the preparation and retention of teachers licensed through alternative paths. In particular, the authors draw from a career counseling approach in which opportunities are created for career-changing teachers and their mentors to reflect critically on certain values, ideals, and preferences embedded in an individual's career narrative.
July 2011
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1 Read
September 2009
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190 Reads
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9 Citations
Bilingual Research Journal
In an effort to revitalize the Cherokee language, Cherokee Nation launched an immersion program for preschool and elementary children in Tahlequah, Oklahoma. Central to the curriculum is literacy in the Cherokee writing system known as syllabary. This study focuses on sociocultural and sociolinguistic evidence toward an understanding of the syllabary's role in Cherokee immersion, children's general literacy skills, and the micro- and macrolevel contexts of literacy in syllabary. We consider how an examination of Cherokee-literacy revitalization—as a feature of broader language revitalization—offers insight into the challenges and opportunities facing those who teach endangered languages through school-based immersion.
June 2009
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218 Reads
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27 Citations
The Urban Review
In order to address the issue of persistent teacher shortages, urban districts increasingly rely on alternatively licensed teachers who are often viewed as well-suited to work in urban areas because of their greater age, life and work experiences, and understanding of diverse communities. Yet, research on the retention of these teachers remains inconclusive, with some notable studies suggesting that alternatively licensed teachers are as likely as their traditionally prepared counterparts to quit teaching or migrate out of urban school settings. In this study, we explore the process and salient considerations of five alternatively licensed math and science teachers deciding whether or not to continue teaching in a Midwestern, urban school district. Whereas previous studies typically examine teacher recruitment and retention issues through a narrow analysis of labor market incentives and other external inducements, our study situates teachers’ career decisions within a more holistic narrative that illustrates how individual actions are never determined by any single factor, but rather a web of simultaneous and sometimes contradictory forces generated by prior expectations and immediate realities that are professional as well as personal in nature. KeywordsUrban education-Alternative licensure-Teacher retention-Career changers
Citations (12)
... From this perspective, learners are not starting from scratch as they learn their first words and phrases in the new language, but rather they are adding new language competencies into their already formidable communicative repertoire. A handful of studies have documented both the natural presence and intentional use of multicompetence practices in revitalization contexts and communities (e.g., Cenoz & Gorter, 2017;Elliott, 2022;Lowmen et al., 2007;Lüpke, 2018;McCarty et al. 2013;Peter et al., 2017), and we suggest this perspective can be harnessed to support the unique situations of awakening languages as well. ...
- Citing Article
March 2017
Journal of American Indian Education
... For L2 production, differences have been found for morphosyntactic features such as, but not limited to, learners' use of verb forms (Harley, 1993;Harley & Swain, 1978), and grammatical gender with nouns (Warden, 1997). Studies of immersion programs involving other languages have come to parallel conclusions about morphosyntactic production, with differences between immersion learners and L1 speakers being documented in Cherokee (Peter, Sly, & Hirata-Edds, 2011), Irish (Ó Duibhir, 2011, and Spanish (Montrul & Potowski, 2007) programs. In contrast to language production, immersion learners consistently demonstrate strong language comprehension ability on holistic tasks of receptive language (Genesee, 1987;Knell, Siegel, & Lin, 2007;Lindholm-Leary, 2011;Swain & Lapkin, 1982;Turnbull, Lapkin, & Hart, 2001). ...
- Citing Chapter
December 2011
... Some learners may need to draw on linguistic knowledge they already have from the language or languages they already speak to comprehend or to begin speaking the new language. Translanguaging and multicompetence are two terms used to describe ways that humans draw from all the linguistic knowledge they have from multiple languages to communicate (Hirata-Edds & Peter, 2016). When learning an endangered language, some people worry about the language changing or not being 'pure' because of interference from English or other dominant colonial languages. ...
- Citing Chapter
March 2016
... À ce jour, ce rôle n'est qu'à titre adaptatif.García et Wei (2014) jugent que ces pratiques translangagières devraient être plus répandues dans les institutions scolaires, car elles donneraient lieu, par exemple, à des pratiques évaluatives qui tiendraient compte du profil des élèves plurilingues, comme c'est le cas de nombreux enfants autochtones. Chez les peuples autochtones, il semble que la reconnaissance de l'apport du translanguaging dans l'espace scolaire pourrait contribuer à orienter la dispensation du curriculum et l'enseignement des langues en mettant un terme aux relations asymétriques entre celles-ci(Peter et al., 2017).D'un point de vue sociétal, Starks (2018) s'est intéressée aux processus interconnectés d'innovation lexicale (lexical innovation), d'attrition lexicale (lexical attrition), d'alternance des langues (language switching) et de translanguaging chez des adolescents des Premières Nations en provenance d'une petite communauté située du nord du Manitoba, scolarisés à Winnipeg en anglais et vivant dans des foyers scolaires anglophones. La chercheuse a analysé des conversations (séances de commérages) d'adolescents cris enregistrées il y a plus de 30 ...
- Citing Article
April 2017
Journal of American Indian Education
... Most recent studies in the literature have focused on a fundamental inquiry regarding the degree to which teacher training programs have an impact on bringing about profound cognitive modifications in pre-service teachers (Cheng et al., 2009) and their conceptual understandings of language acquisition and learning. Several studies have also documented the impact of teacher training programs on pre-service teachers' belief systems and mindsets (Borg, 2011;Clark-Goff & Eslami, 2016;Kızıltan, 2011;Peter et al., 2012). ...
- Citing Article
October 2012
The Teacher Educator
... Although most studies did not explicitly mention type of expertise, several groups of expertise could be identified, such as former military (Gordon & Newby Parham, 2019;Johnson, 2018;Price, 2019;Rubalcaba, 2018); subject matter experts (i.e. expert in their particular field, mostly their field of teaching) Martin, 2018;Peter et al., 2011;Snyder, 2011;; STEM 2 (Muller et al., 2014); and academic scholars (Kowalczuk--Walĉdziak, 2016). Grant (2016) compared previous expertise in management with consulting positions. ...
- Citing Article
September 2011
Action in Teacher Education
... Assessment outcomes can be important to funders, program planners, curriculum developers, and teachers in evaluating how well a particular program or approach is working, what to keep doing, what to change, and identifying gaps that need to be addressed (e.g., Sims, 2008). Ongoing assessment is part of effective pedagogy, allowing teachers to build on what learners know, and to keep learning in the proximal zone (e.g., Peter and Hirata-Edds, 2006). Having concrete, measurable objectives is also part of effective lesson planning-knowing in advance where learners are trying to get to in a given lesson or unit, and presenting activities to support achievement of those learning outcomes. ...
- Citing Article
September 2006
... According to the proposal in this section, the example reported in Note (3) of an apparent counter-example should still be taken as exceptional unless evidence can be presented of a verifiable shift back toward IL preservation (i.e., evidence of a recovery), reversing the historical tendency of IL replacement of the last fifty years. See the example of proposals for Cherokee immersion (Hirata-Edds, 2011;Peter & Hirata-Edds, 2009) that consider the approach outlined here -teaching IL as L2. ...
- Citing Article
September 2009
Bilingual Research Journal
... Some studies have compared the effects of full captions, keyword captions, and no captions on learners [2][3][4][5]. There have also been studies comparing L2 captions with L1 captions and no captions [6,7]. The benefits of providing two captions concurrently, namely bilingual captions, have also been proven by many studies. ...
- Citing Article
March 2003
Journal of Educational Technology Systems
... In a second moment, three articles are revised and interrelated. Guyette's article (1981) analyzes the vitality of the Cherokee language by researching the domains in which the language is used by three Cherokee communities; Velasquez (2021) writes about the bilingual education of the Guarani people in Paraná;and Peter (2007) analyzes the experience of an immersion school in Cherokee for children as one of the initiatives for reversing language shift. We conclude, in conversation with Bastardas-Bodas (2012), that linguistic diversity must be protected and encouraged, mostly when facing the risks Lutas da fénix e da murta… Horizontes de Linguística Aplicada, ano 22, n. 2, DT5, 2023 2/19 ...
- Citing Article
January 2008