Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in TESOL Teacher Education

Abstract

This chapter explores how TESOL teacher educators used self-study to respond to educational policies for emergent bilingual learners (BLs) and their teachers. The purpose was to examine tensions, challenges, and opportunities in our efforts as teacher educators to prepare teachers to teach BLs in mainstream classes through a state-mandated sheltered English instruction (SEI) course. Data sources, including emails, course artifacts, meeting agendas, and journals, pre and post surveys and course assignments were analyzed using mixed methods. Practitioners and participants agreed one SEI course is insufficient. In a coherent approach to preparing mainstream teachers to teach language, learning would be reinforced from coursework to the classroom. Without self-studies that provide an informed response to external policies that shape teacher education, the danger is new policies result in no substantive change.

Citation

Schall-Leckrone, L., Bunning, L. and da Conceicao Athanassiou, M. (2018), "Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in TESOL Teacher Education", Self-Study of Language and Literacy Teacher Education Practices (Advances in Research on Teaching, Vol. 30), Emerald Publishing Limited, Leeds, pp. 241-261. https://doi.org/10.1108/S1479-368720180000030017