Developing Global Literacy Skills of K-12 Pre-Service Teachers of English Language Learners (ELLs) through Service-Learning

Service Learning ◽

English Language ◽

Belief System ◽

Literacy Skills ◽

Diverse Students ◽

Preparation Programs ◽

Practice Teaching ◽

K 12

One of the challenges in teacher preparation programs is providing pre-service teachers with practice teaching ELLs. Our K-12 teachers are being asked to work with growing numbers of culturally and linguistically diverse students in their classrooms. Kramsch (2008) calls this the ability “to operate in a globalized space where . . . exchanges will be increasingly plurilingual and pluricultural” (p. 390). To help meet this need, a collaborative teacher training service-learning project on the global literacy development of K-12 pre-service teachers of ELLs was carried out to examine: 1) how a global literacy experience raises pre-service teachers' awareness of their pedagogy, 2) what this experience means for their belief system and the knowledge base they hold about teaching linguistically and culturally diverse students, and 3) to prepare future teachers of ELLs to teach in a global society by gaining experience working with multicultural and multilingual learners. This chapter explores the service-learning project.

Beyond Language Learning Instruction - Advances in Educational Technologies and Instructional Design ◽

Preparing Preservice Teacher Candidates for Educating Culturally and Linguistically Diverse Learners

10.4018/978-1-7998-1962-2.ch004 ◽

2020 ◽

pp. 76-103

Author(s):

Alpana Bhattacharya

Keyword(s):

Teacher Preparation ◽

Language Learners ◽

English Language ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Students ◽

Preparation Programs ◽

Linguistically Diverse Students

Over the past 30 years, the ethnic and racial representation of students in P-12 grades across the United States has shifted, with increasing number of students coming from households where a language other than English is used. Despite increase in the number of English language learners in recent years, many education stakeholders are of the position that the academic learning of culturally and linguistically diverse students has not been addressed effectively. Teacher preparation programs therefore are compelled to reimagine their curriculum for preparing teachers to educate diverse learners.This chapter describes a teacher preparation course focused on preparing preservice teachers to teach culturally and linguistically diverse students in secondary school grades. Culturally and linguistically relevant practices drawn from course assignments and clinical experience are described as approaches for preparing teachers to teach culturally and linguistically diverse students, specifically the English language learners.

Advances in Early Childhood and K-12 Education - Bridging Family-Teacher Relationships for ELL and Immigrant Students ◽

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

10.4018/978-1-7998-4712-0.ch005 ◽

2021 ◽

pp. 83-99

Author(s):

Arnold Nyarambi ◽

Zandile P. Nkabinde

Keyword(s):

School Readiness ◽

Language Learners ◽

Educational Outcomes ◽

English Language ◽

Immigrant Families ◽

Preparation Programs ◽

Educator Preparation ◽

Outcomes For Children ◽

K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

Moving Toward a Diversity Plus Teacher Education

10.4018/978-1-5225-3068-8.ch013 ◽

2017 ◽

pp. 215-236

Author(s):

Guofang Li

Keyword(s):

Teacher Education ◽

Cultural Diversity ◽

Language Learners ◽

English Language ◽

Linguistic Diversity ◽

Policy Support ◽

Preparation Programs ◽

Linguistic Challenges

Building upon existing research on preparing teachers for English language learners (ELLs), this chapter examines current practices and challenges of integrating ELL education into teacher preparation programs in the U.S. The analyses reveal sporadic efforts of ELL integration into the American teacher training institutions. Most programs focus on cultural diversity rather than language and linguistic challenges that all teachers will also encounter in their future classrooms. Findings also reveal several challenges in integrating language and linguistic diversity into teacher education: a lack of faculty expertise in ELLs, programmatic constraints, and minimum policy support. The findings suggest that teacher education programs need to extend the current focus on cultural diversity to equip future teachers with teaching competencies to address the increasing sociolinguistic complexities in the classrooms.

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

10.4018/978-1-6684-3670-7.ch053 ◽

2022 ◽

pp. 987-1003

Author(s):

Arnold Nyarambi ◽

Zandile P. Nkabinde

Keyword(s):

School Readiness ◽

Language Learners ◽

Educational Outcomes ◽

English Language ◽

Immigrant Families ◽

Preparation Programs ◽

Educator Preparation ◽

Outcomes For Children ◽

K 12

Advances in Early Childhood and K-12 Education - Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners ◽

Meeting the Needs of Young English Language Learners

10.4018/978-1-5225-3955-1.ch008 ◽

2018 ◽

pp. 146-168

Author(s):

Judi Simmons Estes

Keyword(s):

Public Schools ◽

General Education ◽

Language Learners ◽

English Language ◽

Preparation Programs ◽

Ell Students ◽

School Year

From the fall of 2003 to the fall of 2013, the number of Hispanic students in K-12 schools increased from 19 percent to 25 percent; in addition, the percentage of English language learners (ELLs) in U.S. public schools was 9.4 percent during the 2014-2015 school year, ranging from 1.0 percent in West Virginia to 22.4 percent in California (NCES, 2016). General education teachers are increasingly likely to have ELL students in their classrooms, yet a majority of classroom teachers have little to no training in working with English language learners (NCES, 2011). This chapter provides a discussion of the role of language in learning, the needs of English language learners and their families, as well as the role of teacher preparation programs in preparing pre-service teachers to work with culturally and linguistically diverse young children.

Stories of engagement: Pre-service language teachers negotiate intercultural citizenship in a community-based English language program

Language Teaching Research ◽

10.1177/1362168817718578 ◽

2018 ◽

Vol 22 (5) ◽

pp. 590-607 ◽

Cited By ~ 1

Author(s):

Christelle Palpacuer-Lee ◽

Jessie Hutchison Curtis ◽

Mary E Curran

Keyword(s):

Service Learning ◽

Cultural Awareness ◽

English Language ◽

Positive Impact ◽

Position Statement ◽

Language Teachers ◽

Preparation Programs ◽

Language Program ◽

Intercultural Encounters

The position statement on global competence by the American Council on the Teaching of Foreign Languages (ACTFL) emphasizes the need for increased participation ‘in multilingual communities at home and abroad’, and for deeper engagement with languages and cultures (ACTFL, 2014). In response, language teacher preparation programs have sought to increase opportunities for ‘cosmopolitan practice’ (Canagarajah, 2013; Guilherme, 2007). Employing Byram’s (2008) construct of intercultural citizenship, this article explores the potential of service-learning, a sub-set of experiential learning, as such an opportunity. Several studies have established the positive impact of service-learning on teachers’ cultural awareness, yet contact among communities does not necessarily result in engagement (De Leon, 2014; Haddix, 2015). This qualitative study explores the reported experiences of thirty pre-service language teachers and ten linguistically diverse families who participated in an English-focused service-learning project. The analysis outlines how pre-service teachers negotiate intercultural encounters in this program, which we view as a ‘contact zone’ (Pratt, 1991), a zone of possibilities for engagement, leading to action. We discuss the extent to which emerging intercultural citizenship experiences can be transformative (Byram, 2008), and suggest implications for practice.

Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education - Advances in Higher Education and Professional Development ◽

Using Multimodal Literacies to Support Language Development for English Language Learners

10.4018/978-1-5225-0897-7.ch017 ◽

2017 ◽

pp. 320-338

Author(s):

Peggy Semingson ◽

Carla Amaro-Jiménez

Keyword(s):

Teacher Preparation ◽

Language Development ◽

English Language ◽

Teacher Educators ◽

The United States ◽

English Language Development ◽

High Tech ◽

Preparation Programs

This practitioner-oriented chapter focuses on ways that teacher educators can foster English Language Development using a multimodal and multiple literacies approach (e.g., Gee, 2003). Specific methods and digital tools that prepare educators to use technology to foster English Language Development are described and specific resources that can be used are identified. Connections to theory and recent related research provide a strong rationale for broader implementation of multimodal and digital literacies into a wide variety of teacher preparation courses and programs across global contexts in online, blended, and face-to-face classes within teacher preparation programs. We focus on both low-tech and high-tech options to address the issues of digital divide and access to technology in the United States and beyond.

TEACHING THE LANGUAGE OF EARTH SCIENCE: BEST PRACTICES FOR THE K-12 CLASSROOM WITH A FOCUS ON ENGLISH LANGUAGE LEARNERS AND CONTENT ABSORPTION

10.1130/abs/2020se-345159 ◽

2020 ◽

Author(s):

Tovah Dyann DiPrinzio ◽

Keyword(s):

Best Practices ◽

Language Learners ◽

English Language ◽

Earth Science ◽

K 12

Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners

TESL Canada Journal ◽

10.18806/tesl.v29i0.1119 ◽

2012 ◽

Vol 29 ◽

pp. 224 ◽

Cited By ~ 1

Author(s):

Mary-Anne Jasinski

Keyword(s):

English Language ◽

Community Education ◽

Children And Youth ◽

Learning Needs ◽

Complex Needs ◽

Canadian Education ◽

Evaluation Phase ◽

K 12 ◽

At Home

The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research publications, and informing policy and decision-makers on issues that affect education and services for children and youth. In addition, the organization engages in community development initiatives through literacy development support for ethnocultural children and youth, leadership training on active parental involvement, and promotion of systemic change and cultural competence. In its work to address the complex needs of ESL children, families, and the professionals who support them, the CEAE has developed Helping Children Learn at Home, a parents’ program that supports ethnocultural parents in creating healthy learning environments in the home, in understanding better and addressing their young children’s learning needs, learning about the Canadian education system, and contributing to decision-making processes in schools and in the community that affects their children’s educational success. This article describes the program and the pilot session completed in February 2011. The evaluation phase included feedback from the participants, the CEAE staff, and the curriculum developers in order to produce and publish a completed version of the document, which will be available for use by other agencies.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

Educational Policy ◽

10.1177/0895904816673741 ◽

2016 ◽

Vol 32 (5) ◽

pp. 728-750 ◽

Cited By ~ 2

Author(s):

Michael P. Brady ◽

Katie Miller ◽

Jazarae McCormick ◽

Lawrence A. Heiser

Keyword(s):

Teacher Preparation ◽

Student Teaching ◽

Teacher Candidates ◽

Value Added ◽

Full Time ◽

Preparation Programs ◽

Grade Point ◽

Value Added Model ◽

K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.