Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators

2016 ◽  
pp. 549-592 ◽  
Author(s):  
Christian J. Faltis ◽  
Guadalupe Valdes
Keyword(s):  
Teacher Educators ◽  
Linguistically Diverse ◽  
Diverse Classrooms

scholarly journals Learning From Students, Teachers, and Schools: Field-Based Teacher Education for Emergent Bilingual Learners

2019 ◽  
Vol 71 (1) ◽  
pp. 148-161
Author(s):  
Amy J. Heineke ◽  
Elina Giatsou
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Linguistically Diverse ◽  
First Year ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Diverse Classrooms ◽  
Undergraduate Teacher Education

Today’s schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university’s efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates’ learning across the 4-year program and into teachers’ first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms.

Informing Practice: Uncovering and Eliciting Perceptions in Linguistically Diverse Classrooms

2014 ◽  
Vol 20 (2) ◽  
pp. 72-77 ◽  
Author(s):  
M. Alejandra Sorto ◽  
Carlos A. Mejía Colindres ◽  
Aaron T. Wilson
Keyword(s):  
Multiple Representations ◽  
Linguistically Diverse ◽  
Instructional Goals ◽  
Mathematics Classrooms ◽  
Diverse Classrooms ◽  
The Many ◽  
Written Explanations

One of the many challenges that teachers face in mathematics classrooms is determining how much of the verbal and written explanations help students accomplish instructional goals. The challenge is greater in linguistically diverse classrooms because the explanations and multiple representations are not perceived uniformly by all students.

Youth and Schools’ Practices in Hyper-Diverse Contexts

2016 ◽  
Vol 53 (6) ◽  
pp. 1491-1521 ◽  
Author(s):  
Christine Brigid Malsbary
Keyword(s):  
New York ◽  
Los Angeles ◽  
Cultural Context ◽  
Linguistically Diverse ◽  
Organizational Structures ◽  
Public High Schools ◽  
Diverse Classrooms ◽  
Diverse Student Populations ◽  
Teachers Beliefs ◽  
Diverse Student

The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions, policies, organizational structures, curricular techniques, and teachers’ beliefs and attitudes across schools, youths’ practices were similar. Youth enacted explicit transcultural repertoires of practice: multiplicities of talking, thinking, and acting that engaged the resources and opportunities of ethnically and linguistically diverse classrooms. The article theorizes the importance of recognizing hyper-diversity as a distinct cultural context that shapes and situates youths’ practices and therefore their opportunities to learn.

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

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