Methodologies and Teacher Stances: How Do They Interact in Classrooms?

In this paper the researcher focuses on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish-English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, The researcher examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of making the text accessible were found. The researcher suggests that an ideationally based methodology of teaching literacy, legitimized by the curricula, may be falling short in attending to bilingual learners' needs. Furthermore, the researcher suggests that teachers must understand the role they can play by taking critical stances in relation to methodologies and propose a hybrid linguistic and cultural scaffolding approach