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Book part
Publication date: 2 August 2018

Elizabeth Robinson

In the current political environment where nativist sentiments are driving policies that overtly discriminate against immigrants and refugees, most notably Muslims, it is…

Abstract

In the current political environment where nativist sentiments are driving policies that overtly discriminate against immigrants and refugees, most notably Muslims, it is crucial to prepare teachers who will value and serve all students regardless of their ethnicity, language, or race. It has never been more important than now to bring the stories, experiences, and languages of all the people who make up this country into our classrooms. This study employs self-study of teacher education practices to question how teacher educators might improve our practice to better meet the needs of the diverse students in our classrooms, most specifically English Language Learners (ELLs). Self-study allowed me to engage in cycles of design and analysis to examine how well I implemented critical research as praxis as a tool to prepare students in my Sheltered English Immersion class to critically engage in theories and practices of teaching ELLs.

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Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Book part
Publication date: 2 August 2018

Laura Schall-Leckrone, Lucy Bunning and Maria da Conceicao Athanassiou

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…

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.

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Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

Book part
Publication date: 18 September 2014

María Estela Brisk, Anne Homza and Janet Smith

This chapter investigates the impact of a teacher preparation program that includes specific attention to the needs of bilingual learners on participants’ subsequent…

Abstract

This chapter investigates the impact of a teacher preparation program that includes specific attention to the needs of bilingual learners on participants’ subsequent teaching practices. Specifically, this mixed methods retrospective study examines graduates’ reports of their current teaching practices as well as their perceptions of the Teaching English Language Learners (TELL) program’s impact on these practices. Multiple-choice survey data were analyzed quantitatively to identify trends among reported practices and perceptions. Open-ended survey and interview data were analyzed qualitatively to identify interrelated themes within teachers’ detailed, first-hand accounts of their pre-service and in-service experiences. The results showed that there was variety with respect to whether particular linguistically responsive practices were routine, used occasionally, or rarely. There was also a difference with respect to whether such practices were perceived to be the result of having participated in the program. Notably, the most frequently used practices attributed to the TELL program involved teaching language (TL) to facilitate content learning. Other aspects of the teacher preparation program supported effective practices for academic content learning, but only TELL coursework and experiences facilitated practices that emphasized academic language development. These results suggest that programs created to improve the preparation of teachers to work with bilingual learners in mainstream classroom contexts must make a special effort to develop teachers’ skills in regard to language teaching, especially practices that focus on language beyond the word-level. There are limitations to the study because of the small number of participants and the fact that they were self-selected as program participants.

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Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-265-4

Keywords

Article
Publication date: 20 September 2013

Don Davis and Matthew Berland

The purpose of this paper is to evaluate the possible merits and difficulties of utilizing participatory augmented reality simulations (PARS) with English learners (ELs

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Abstract

Purpose

The purpose of this paper is to evaluate the possible merits and difficulties of utilizing participatory augmented reality simulations (PARS) with English learners (ELs) in K‐12 science classrooms.

Design/methodology/approach

The authors analyzed literature of PARS, sheltered English instruction (SEI), and other literature relevant to science instruction for ELs. Though the authors relied primarily on empirical research related to PARS and ELs, other papers were included to increase thoroughness.

Findings

The authors identified elements of PARS that address requirements for effective instruction of ELs including the modality, engagement, collaboration, language use, and identity forming aspects. The findings indicate that future research into the use of PARS in science instruction may benefit ELs.

Research limitations/implications

The literature synthesis was conducted to address a gap in the literature. Additional research specifically examining the impact of PARS on ELs is necessary.

Originality/value

Despite increased focus of PARS and instruction for ELs within educational literature, there has been little examination of the relationship between the two elements. Therefore, this paper highlights parallels in PARS research with documented best practices for sheltered English instruction (SEI). No other paper was found that explicitly evaluates PARS for science instruction with ELs.

Abstract

Details

Teacher Preparation in the United States
Type: Book
ISBN: 978-1-80071-688-9

Book part
Publication date: 5 June 2017

Tracey T. Flores

This chapter discusses a family writing project that a third and fourth grade English Language Development (ELD) teacher created with and for her students and families…

Abstract

This chapter discusses a family writing project that a third and fourth grade English Language Development (ELD) teacher created with and for her students and families. The project took place within a state with English-only mandates, restrictive curriculum, and harsh anti-immigrant politics. The author outlines the ways that the project worked to disrupt the restrictive policies to honor and celebrate the cultures, languages, and ways of knowing and students and families by inviting them to write and share stories from their lived experiences.

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Culturally Sustaining and Revitalizing Pedagogies
Type: Book
ISBN: 978-1-78441-261-6

Keywords

Content available
Book part
Publication date: 23 June 2022

Kelly Kolodny and Mary-Lou Breitborde

Abstract

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Teacher Preparation in the United States
Type: Book
ISBN: 978-1-80071-688-9

Book part
Publication date: 21 July 2016

Robert MacIntosh, Jean M. Bartunek, Mamta Bhatt and Donald MacLean

This chapter addresses the common assumption that research questions are fixed at the outset of a study and should remain stable thereafter. We consider field-based…

Abstract

This chapter addresses the common assumption that research questions are fixed at the outset of a study and should remain stable thereafter. We consider field-based organizational research and ask whether and when research questions can legitimately change. We suggest that change can, does, and indeed should occur in response to changes in the context within which the research is being conducted. Using an illustrative example, we identify refinement and reframing as two distinct types of research question development. We conclude that greater transparency over research question evolution would be a healthy development for the field.

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Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78635-360-3

Keywords

Book part
Publication date: 21 November 2015

Renée T. Clift, Chris Da Silva Iddings, Donna Jurich, Iliana Reyes and Kathy Short

This chapter is about the multiple forms of collaboration that are crucial to designing and implementing a school and community-based early childhood teacher preparation…

Abstract

This chapter is about the multiple forms of collaboration that are crucial to designing and implementing a school and community-based early childhood teacher preparation program. Maintaining quality in education and teacher education is a systemic, interdependence among individuals, institutions, and local, state, and national policy makers. We conclude that teacher education redesign is less about courses and pedagogies and more about systemic relationships, routines, and evaluations over time.

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International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

Keywords

Content available
Book part
Publication date: 23 June 2022

Kelly Kolodny and Mary-Lou Breitborde

Abstract

Details

Teacher Preparation in the United States
Type: Book
ISBN: 978-1-80071-688-9

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