ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 8 February 2021
Issue publication date: 7 May 2021
Abstract
Purpose
Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students.
Design/methodology/approach
Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed.
Findings
This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into content lessons, creating a challenging and supportive classroom and developing interactional scaffolding for ELs’ language development. The findings also show that while PST participants perceived simulation technology as very beneficial, expanding the range of technological affordances could provide PSTs an opportunity to undertake a full range of critical teaching strategies for ELs.
Originality/value
This research contributes to broadening the realm of mixed-reality technology by applying it to ESOL teacher education and has implications for both ESOL teacher educators and simulation technology researchers.
Keywords
Citation
Lew, S., Gul, T. and Pecore, J.L. (2021), "ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations", Information and Learning Sciences, Vol. 122 No. 1/2, pp. 45-67. https://doi.org/10.1108/ILS-01-2020-0012
Publisher
:Emerald Publishing Limited
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