Preparing Pre-Service Teachers' Expectations and Resilience

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.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2020 ◽  
pp. 120-139
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Culturally Inclusive Teaching of Adult English Language Learners

2019 ◽  
pp. 115-132
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2021 ◽  
pp. 879-898
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

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

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.

Culturally Inclusive Teaching of Adult English Language Learners

2021 ◽  
pp. 717-734
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

scholarly journals Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School

2018 ◽  
Vol 11 (4) ◽  
pp. 82
Author(s):  
Holly Hansen-Thomas ◽  
SriPadmini Chennapragada
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Immigrant Students ◽  
Responsive Teaching ◽  
Secondary Classroom ◽  
Clash Of Cultures ◽  
Multilingual Classroom

This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for teachers in multicultural classrooms regarding the specific demographic backgrounds of their students.

Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners

2005 ◽  
Vol 11 (5) ◽  
pp. 249-255 ◽  
Author(s):  
Diane Torres-Velasquez ◽  
Gilberto Lobo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
English Language ◽  
Real Life ◽  
Responsive Teaching ◽  
Home Culture ◽  
Dynamic Form

Culturally responsive teaching is a dynamic form of teaching that builds on and supports students' home culture. The strategies that we recommend in this article for English Language Learners (ELL) are based on research or classroom experience. We provide real-life examples of how the second author, Gilberto Lobo, implements these ideas in the context of data analysis.

scholarly journals BREAKING THE INEQUITABLE EDUCATION CYCLE FOR ENGLISH LANGUAGE LEARNERS THROUGH POLICIES AND PRACTICES IN AMERICAN SCHOOLS

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Ellen Yeh ◽  
Guofang Wan ◽  
Michael R. Scott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Evidence Synthesis ◽  
Qualitative Evidence Synthesis ◽  
Responsive Teaching ◽  
Culturally Responsive Practices ◽  
American Schools ◽  
English Literacy

<p>This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" /></p>

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