On My Mind: University Faculty—Making Classroom Connections

2007 ◽  
Vol 12 (9) ◽  
pp. 488-489
Author(s):  
Denisse R. Thompson ◽  
Gladis Kersaint
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
University Faculty ◽  
Full Time ◽  
High Stakes ◽  
Use Of Technology ◽  
Graduate Teacher Education

University teacher educators typically wear many hats. Their many roles may include providing professional development (i.e., workshops) for practicing teachers on various topics (e.g., use of technology, teaching English Language Learners); teaching mathematics or methods courses to teachers or teacher candidates enrolled in undergraduate or graduate teacher education programs; and working with various groups or entities related to policy issues in mathematics education (e.g., teacher licensure, high-stakes assessment). Although mathematics teacher educators contribute to the field in various ways, a perception exists that university faculty are in an “ivory tower,” having few or ancient connections to schools. In some cases, their credibility may be questioned because of the time that has elapsed since they were in a classroom full time.

Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership

2015 ◽  
pp. 84-97
Author(s):  
Lan Quach Kolano ◽  
Cherese Childers-McKee
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Clinical Experience ◽  
English Language ◽  
Teacher Educators ◽  
Field Experience ◽  
Immigrant Students ◽  
Teacher Education Programs ◽  
School Partnerships ◽  
University School Partnerships

In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.

English Language Learners

2019 ◽  
pp. 557-574
Author(s):  
John Eros ◽  
Rebecca Eros
Keyword(s):  
English Language Learners ◽  
Music Education ◽  
Language Learners ◽  
Foreign Students ◽  
English Language ◽  
Teacher Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Ell Students ◽  
K 12

This chapter addresses topics related to English language learners (ELLs) in both K–12 music settings and music teacher education programs. Drawing on an overview of the foundational principles of English language development and acquisition, it discusses (a) practices for working with ELL students in K–12 music, (b) the needs and experiences of ELL preservice music teachers, and (c) curricular modifications that music teacher educators might make when working with ELL students. In the course of the discussion, it outlines specific ways in which music teacher educators might adapt content in such settings as conducting, methods, and introductory music education courses. Finally, the chapter addresses specific differences that might be addressed when working with international students (i.e., foreign students who are pursuing music education studies at American universities).

Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership

2016 ◽  
pp. 356-370
Author(s):  
Lan Quach Kolano ◽  
Cherese Childers-McKee
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Clinical Experience ◽  
English Language ◽  
Teacher Educators ◽  
Field Experience ◽  
Immigrant Students ◽  
Teacher Education Programs ◽  
School Partnerships ◽  
University School Partnerships

In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.

Designing Authentic Field-Based Experiences With Immigrant Students Through One University and Urban School Partnership

2018 ◽  
pp. 314-328
Author(s):  
Lan Quach Kolano ◽  
Cherese Childers-McKee
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Clinical Experience ◽  
English Language ◽  
Teacher Educators ◽  
Field Experience ◽  
Immigrant Students ◽  
Teacher Education Programs ◽  
School Partnerships ◽  
University School Partnerships

In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.

scholarly journals Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

2013 ◽  
Vol 21 ◽  
pp. 20 ◽  
Author(s):  
Francesca López ◽  
Martin Scanlan ◽  
Becky Gundrum
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Current Theory ◽  
English Language Development ◽  
Theory And Practice ◽  
Policy Implications ◽  
Teacher Education Programs ◽  
Reading Outcomes ◽  
Level Of Training

In this study, we examined the degree to which the requirements in each state’s teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL’s reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements.

Moving from Professional Development to Real-Time Use

2014 ◽  
pp. 2043-2067
Author(s):  
Meghan Morris Deyoe ◽  
Dianna L. Newman ◽  
Kristie Asaro-Saddler
Keyword(s):  
Professional Development ◽  
At Risk ◽  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
Literacy Instruction ◽  
English Language ◽  
Cognitive Learning ◽  
Pedagogical Content ◽  
Use Of Technology

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.

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.

Toward a Participatory View of Early Literacies in Second Language Contexts

2019 ◽  
pp. 378-402
Author(s):  
Claudia Cañas ◽  
Ángela Patricia Ocampo ◽  
Ana Karina Rodríguez ◽  
Mónica López-Ladino ◽  
Raúl Alberto Mora
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
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.

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.

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