The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners

Classrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3 to design and implement a literacy intervention that focused on cultivating literacy engagement to foster English language development. This paper documents the positive impact the implementation of the literacy intervention, also known as the Name Jar Project, had on supporting the preservice teachers’ emerging practice. Analysis of focus group data, preservice teachers’ written reflections, and field notes revealed that (a) the preservice teachers, through their informal learning experiences, were able to empathize with the ELLs’ strengths and challenges of learning English; (b) the service learning model provided a safe learning environment for preservice teachers to gain practical experience working with ELLs; and (c) through the research design, preservice teachers connected practice and theory to inform their future teaching experiences.

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Literacy Engagement in Multilingual and Multicultural Learning Spaces

TESL Canada Journal ◽

10.18806/tesl.v36i2.1298 ◽

2019 ◽

Vol 36 (2) ◽

pp. 1-25

Author(s):

Theodora Kapoyannis

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Language Learners ◽

Cultural Landscape ◽

English Language ◽

Literacy Practices ◽

Positive Impact ◽

Design Based Research ◽

Literacy Engagement ◽

The Impact

This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers’ reflections. This article documents the positive impact of the intervention in supporting the students’ linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development. Cet article présente les constatations qualitatives d’une étude de recherche de doctorat plus importante conforme au modèle méthodologique de recherche-design (design-based research, ou DBR) dans laquelle j’ai examiné l’impact d’une innovation pédagogique conçue pour remettre en cause les normes unilingues et uniculturelles des pratiques de littératie et pour permettre à l’enseignement de s’adapter au paysage linguistique et culturel des salles de classe du 21e siècle. J’ai collaboré avec 11 enseignantes et enseignants universitaires en formation et 28 apprenantes et apprenants de la langue anglaise (English language learners,ou ELLs) de 2e et 3e année afin de concevoir et de mettre en œuvre une intervention en matière de litératie, baptisée Name Jar Project, centrée sur une émarche favorable à la culture de la littératie. J’ai constamment eu recours à des techniques d’analyse comparative pour analyser les sources de données, lesquelles comprenaient des notes, des artefacts associés au prénom de chaque élève et des réflexions d’enseignantes et enseignants en formation. Cet article documente l’impact positif de l’intervention sur la réponse aux besoins linguistiques et culturels des élèves, l’affirmation de leur identité et la stimulation du développement de leur vocabulaire.

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Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners

Handbook of Research on Service-Learning Initiatives in Teacher Education Programs - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-4041-0.ch004 ◽

2018 ◽

pp. 59-78 ◽

Cited By ~ 1

Author(s):

Hyesun Cho ◽

Debby J. Adams

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Service Learning ◽

Language Learners ◽

Research University ◽

English Language ◽

Teacher Education Program ◽

Methods Course ◽

Content Area Teachers ◽

Speakers Of Other Languages

This chapter explores ways in which preservice content-area teachers were engaged in service-learning as part of a teaching English to speakers of other languages (TESOL) methods course at a public research university in the U.S. Midwest. It describes the reflections of 26 undergraduate students majoring in English Language Arts, Math, Science, Foreign Languages, and Social Studies Education, who were involved in service-learning as a medial field experience. Findings reveal that the experience contributed tremendously to their understanding of the backgrounds of English language learners as well as the challenges these learners faced in and out of school. As a result of this “eye-opening” experience, teacher candidates reported a commitment to valuing diversity and equity in their future classrooms, as well as a responsibility to advocate for their culturally and linguistically diverse learners. The chapter concludes with suggestions for implementing service-learning for preservice teachers across content areas in a teacher education program.

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Service-Learning as Authentic Practice for Teacher Candidates to Work With English Language Learners

Engaging Teacher Candidates and Language Learners With Authentic Practice - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-8543-5.ch003 ◽

2019 ◽

pp. 35-54

Author(s):

Hyesun Cho ◽

Peter Johnson ◽

Sylvia S. Somiari

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

English Language Learners ◽

Service Learning ◽

Language Learners ◽

Teacher Candidates ◽

English Language ◽

Self Reflection ◽

Course Changes ◽

Group Interviews

This chapter investigates how the incorporation of service-learning to a teacher education course changes teacher candidates' perceptions of English language learners (ELLs). It also examines the benefits and challenges of the service-learning project in which preservice teachers worked with ELLs individually or in groups in the elementary classroom. Through course artifacts and focus group interviews of 48 preservice teachers at a large Midwestern U.S. university, the impacts of service-learning as authentic practice with ELLs are discussed. Findings reveal that the experience reduced participant anxiety about working with diverse populations, provided opportunities for self-reflection, and promoted a sense of confidence and competence which led to professional growth for teacher candidates. This chapter concludes with recommendations for teacher educators interested in implementing service-learning in a teacher education program as well as directions for future research.

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English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

TESL Canada Journal ◽

10.18806/tesl.v29i0.1121 ◽

2012 ◽

Vol 29 ◽

pp. 25 ◽

Cited By ~ 8

Author(s):

Jim Cummins ◽

Rania Mirza ◽

Saskia Stille

Keyword(s):

English Language Learners ◽

Academic Success ◽

Language Learners ◽

English Language ◽

School Administrators ◽

Academic Learning ◽

Esl Teachers ◽

Ell Students ◽

Literacy Engagement ◽

Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

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Elementary Preservice Teachers’ ESL Field Experiences to Teach English Language Learners in the US

English Language Teaching ◽

10.17936/pkelt.2019.31.2.003 ◽

2019 ◽

Vol 31 (2) ◽

pp. 43-57

Author(s):

LEE, YONG-JIK ◽

Robert Davis

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Field Experiences ◽

The Us ◽

Elementary Preservice Teachers

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From Preservice to Inservice

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch082 ◽

2018 ◽

pp. 1765-1787

Author(s):

Congcong Wang

Keyword(s):

Preservice Teachers ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Teaching Practice ◽

Inservice Teachers ◽

Teaching English ◽

Language Teacher ◽

Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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Preparing Pre-Service Teachers' Expectations and Resilience

Community Engagement Program Implementation and Teacher Preparation for 21st Century Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-0871-7.ch002 ◽

2017 ◽

pp. 24-47

Author(s):

Christine Rosalia

Keyword(s):

English Language Learners ◽

Service Learning ◽

Language Learners ◽

Low Income ◽

Teacher Candidates ◽

Culturally Responsive ◽

English Language ◽

Graduate Program ◽

Responsive Teaching ◽

Subway Train

The purpose of this study is to describe an ongoing service-learning project that brings pre-service teachers in an MA graduate program in Teaching English as a Second Language to tutor English language learners in a low-income urban high school. Excerpts from nine different teachers on sessions with the same learner offer snapshots of the learner's progress as he interacts with them. Impact on teacher expectations and demonstrated resilience working with this student is evaluated in concert with how well the project embodies the standards of service-learning as mutually beneficial practice. An analogy will be drawn between the behaviors of passengers in a stopped subway train and the varied ways teacher candidates and the project as a whole embodies culturally responsive teaching.

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