Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

2008 ◽  
Vol 29 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Laura M. Hooks
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Adult English Language Learners

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

From Preservice to Inservice

2015 ◽  
Vol 5 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Follow Up Study

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

scholarly journals Teacher Preparedness for a Changing Demographic of Language Learners

2011 ◽  
Vol 28 (2) ◽  
pp. 105 ◽  
Author(s):  
Nina Lee Webster ◽  
Angela Valeo
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Linguistically Diverse ◽  
Structured Interview ◽  
Teacher Preparedness ◽  
Knowledge And Beliefs

English-language learners (ELLs) are becoming common in classrooms with Ontario’s escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers’ (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice.

Preparing Teachers to Effectively Engage With Young English Language Learners and Immigrant Families

2019 ◽  
pp. 20-45
Author(s):  
Kristina M. Howlett ◽  
Heather D. Young
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
Emotional Development ◽  
English Language ◽  
Empirical Studies ◽  
Immigrant Families ◽  
Family Engagement ◽  
Immigrant Family ◽  
Educational Strategies

The purpose of this chapter is to examine the current empirical studies of the socio-emotional development of young English language learners (ELLs), effective educational strategies for preservice teachers, and practices of immigrant family engagement in order to inform educator preparation providers (EPPs).

Service-Learning as a Means for Preparing Preservice Teachers to Work With English Language Learners

2018 ◽  
pp. 59-78 ◽  
Author(s):  
Hyesun Cho ◽  
Debby J. Adams
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
Research University ◽  
English Language ◽  
Teacher Education Program ◽  
Methods Course ◽  
Content Area Teachers ◽  
Speakers Of Other Languages

This chapter explores ways in which preservice content-area teachers were engaged in service-learning as part of a teaching English to speakers of other languages (TESOL) methods course at a public research university in the U.S. Midwest. It describes the reflections of 26 undergraduate students majoring in English Language Arts, Math, Science, Foreign Languages, and Social Studies Education, who were involved in service-learning as a medial field experience. Findings reveal that the experience contributed tremendously to their understanding of the backgrounds of English language learners as well as the challenges these learners faced in and out of school. As a result of this “eye-opening” experience, teacher candidates reported a commitment to valuing diversity and equity in their future classrooms, as well as a responsibility to advocate for their culturally and linguistically diverse learners. The chapter concludes with suggestions for implementing service-learning for preservice teachers across content areas in a teacher education program.

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