Abstract
Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as a human, cultural, and political practice.
Recommended Citation
Flores, Tracey T. and Espinosa, Cecilia
(2026)
"Our Journeys as Teachers of Writing: Learning from our Mentor,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
1, Article 14.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss1/14
Included in
Educational Methods Commons, English Language and Literature Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Liberal Studies Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons