Inspiring Teacher Candidates to Embrace Cultural Diversity

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.

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

Preparing Pre-Service Teachers' Expectations and Resilience

10.4018/978-1-5225-0871-7.ch002 ◽

2017 ◽

pp. 24-47

Author(s):

Christine Rosalia

Keyword(s):

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.

Addressing the Teaching of English Language Learners in the United States: A case study of teacher educators’ response

Brock Education Journal ◽

10.26522/brocked.v26i1.478 ◽

2017 ◽

Vol 26 (1) ◽

Author(s):

Heidi L. Hallman ◽

Hannah R. Meineke

Keyword(s):

Teacher Education ◽

Language Learners ◽

Prospective Teachers ◽

English Language ◽

Teacher Educators ◽

Nationwide Survey ◽

The United States ◽

Core Content

This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.

Every teacher is a language teacher: Preparing teacher candidates for English language learners through service-learning

Gateways International Journal of Community Research and Engagement ◽

10.5130/ijcre.v6i1.3232 ◽

2013 ◽

Vol 6 ◽

Cited By ~ 2

Author(s):

Yanan Fan

Keyword(s):

Service Learning ◽

Secondary School ◽

Language Learning ◽

Language Learners ◽

Teacher Candidates ◽

English Language ◽

School Teacher ◽

The United States ◽

Pedagogical Tools

Secondary school teachers in the United States are facing urgent challenges in their increasingly heterogeneous classrooms where the presence of English language learners (ELLs) is becoming the norm. This study reports preliminary findings of a qualitative, interpretive case study of secondary school teacher candidates learning to teach English language learners through service-learning in Northern California. In a semester-long tutoring project, candidates focused on individual ELLs in their inquiry into language learning, in which they (re)constructed their sociolinguistic knowledge of English and their tutees’ home languages in context. Moreover, the mutually beneficial relationships among members of the language community encouraged candidates’ critical reflections on language learning. The study offers instructional experiences for teachers and teacher educators to develop sociolinguistic and pedagogical tools while supporting, and being supported by, the ELL communities. Keywords: teacher education, service-learning, sociocultural perspective, English language learners, secondary schools, teacher knowledge

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Working With Interpreters to Support Students Who Are English Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.15 ◽

2016 ◽

Vol 1 (16) ◽

pp. 15-27 ◽

Cited By ~ 3

Author(s):

Henriette W. Langdon ◽

Terry Irvine Saenz

Keyword(s):

United States ◽

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

The Other ◽

Primary Language ◽

Second Best ◽

Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Common Assumptions vs. the Evidence: English Language Learners in the United States: a Reference Guide

PsycEXTRA Dataset ◽

10.1037/e537552012-001 ◽

2010 ◽

Author(s):

Libia Gil ◽

Sarah Bardack

Keyword(s):

United States ◽

Language Learners ◽

English Language ◽

The United States ◽

Reference Guide

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

Multicultural Learning and Teaching ◽

10.1515/mlt-2018-0007 ◽

2019 ◽

Vol 15 (1) ◽

Author(s):

Donita Shaw ◽

Elena Andrei

Keyword(s):

Language Learners ◽

English Language ◽

Teacher Educator ◽

The United States ◽

Methods Course ◽

Learning And Teaching ◽

Analysis Methodology ◽

Preparatory Program ◽

Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

Toward a Participatory View of Early Literacies in Second Language Contexts

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch018 ◽

2019 ◽

pp. 378-402

Author(s):

Claudia Cañas ◽

Ángela Patricia Ocampo ◽

Ana Karina Rodríguez ◽

Mónica López-Ladino ◽

Raúl Alberto Mora

Keyword(s):

Early Childhood ◽

Language Learners ◽

Critical Literacy ◽

English Language ◽

Teacher Educators ◽

Literacy Practices ◽

Early Childhood Teachers ◽

Language Context ◽

Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

Advances in Early Childhood and K-12 Education - Optimizing Elementary Education for English Language Learners ◽

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

10.4018/978-1-5225-3123-4.ch003 ◽

2018 ◽

pp. 41-57 ◽

Author(s):

Nermin Vehabovic ◽

Casey Medlock Paul

Keyword(s):

Second Language ◽

Identity Formation ◽

Language Learners ◽

English Language ◽

Critical Issue ◽

The United States ◽

Bilingual Students ◽

Policy And Practice ◽

Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.