Open Access. Powered by Scholars. Published by Universities.®
Other Languages, Societies, and Cultures
Bilingual and Literacy Studies Faculty Publications and Presentations
- Keyword
-
- Bilingual education (2)
- Bilingual Learners (1)
- Bilingual teacher education; ESL teacher education (1)
- Bloom’s Taxonomy (1)
- Collaboration (1)
-
- Dual Language (1)
- Effective practices for ELLs (1)
- English Language Learner (1)
- English Language Learners (1)
- Identity development (1)
- Instructional Practices (1)
- Language Arts Literacy (1)
- Language learners (1)
- Mathematics discourse community (1)
- Mathematics pedagogical practices (1)
- Online learning (1)
- Pre-Service Teacher (1)
- Pre-service Teachers (1)
- Questioning Strategies (1)
- Reading Language Arts (1)
- Reflection (1)
- Sociopolitical context (1)
- Successful Teaching (1)
- Teacher Preparation (1)
- Teacher preparation (1)
- Teaching Framework (1)
- Teaching Practices (1)
Articles 1 - 6 of 6
Full-Text Articles in Modern Languages
Bilingual And Esl Pre-Service Teachers Learn About Effective Instruction For Ells Through Meaningful Collaboration, Alma D. Rodríguez
Bilingual And Esl Pre-Service Teachers Learn About Effective Instruction For Ells Through Meaningful Collaboration, Alma D. Rodríguez
Bilingual and Literacy Studies Faculty Publications and Presentations
This article presents the results of a study conducted to identify the perceptions of bilingual and ESL pre-service teachers regarding the integration of a collaborative service learning project in a key course of their teacher preparation program. Pre-, process, and final reflective essays were written by participants as they engaged in the development of an ESL unit to teach language through content to ELLs. The analysis of participants’ reflections revealed that preservice teachers connect the learning they acquire in their teacher education program with their life experiences, which contributes to their identity formation as prospective teachers of ELLs. In addition, …
Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework For Successful Teaching, Isela Almaguer, Joy Esquierdo
Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework For Successful Teaching, Isela Almaguer, Joy Esquierdo
Bilingual and Literacy Studies Faculty Publications and Presentations
It is essential to support bilingual learners’ language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an increasingly diverse population and an increasing number of bilingual learners in formal school settings. This article introduces a framework for accomplishing both linguistic and content literacy simultaneously. The framework takes into account the four elements of the principles of learning, learner appropriate pedagogy, contextual interaction theory, student language (L1/L2) proficiency level, and a …
Pre-Service Teachers: An Analysis Of Reading Instruction In High Needs Districts Dual Language Classrooms, Michael Whitacre, Zulmaris Diaz, Joy Esquierdo
Pre-Service Teachers: An Analysis Of Reading Instruction In High Needs Districts Dual Language Classrooms, Michael Whitacre, Zulmaris Diaz, Joy Esquierdo
Bilingual and Literacy Studies Faculty Publications and Presentations
Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI), and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. …
The Use Of A Virtual Guest Speaker As A Catalyst For Deep Learning, Alcione N. Ostorga, Peter Farruggio
The Use Of A Virtual Guest Speaker As A Catalyst For Deep Learning, Alcione N. Ostorga, Peter Farruggio
Bilingual and Literacy Studies Faculty Publications and Presentations
Teaching undergraduate students as they prepare to become bilingual teachers is often a challenge due to their maturational development and the logistical limitations of college courses. Nevertheless, teacher educators must foster preservice teachers’ understanding of factors that impact learning and academic success. This article analyses the use of a virtual guest speaker in an asynchronous discussion as a way to promote critical analysis of policy issues which superseded the memorization of concepts taught in the course. Analysis reveals that the virtual guest speaker served as a catalyst for critical thought about the course content.
Promising Pedagogical Practices For Emergent Bilinguals In Kindergarten: Towards A Mathematics Discourse Community, Sandra I. Musanti, Sylvia Celedón-Pattichis
Promising Pedagogical Practices For Emergent Bilinguals In Kindergarten: Towards A Mathematics Discourse Community, Sandra I. Musanti, Sylvia Celedón-Pattichis
Bilingual and Literacy Studies Faculty Publications and Presentations
In the current U.S. context, it is relevant to disseminate research that portrays in detail how bilingual teachers create challenging and safe mathematics learning environments for emergent bilinguals. It is critical to identify pedagogical approaches that foster emergent bilinguals’ participation in mathematics conversations and discourse practices where language is considered a pedagogical resource. This is possible when teachers understand that young Latino/a students come to school with a wide range of cognitive and linguistic tools, which they can use to help them make sense of problems posed in the classroom. Using case study methodology, we define and provide a detailed …
Why Did I Ask That Question? Bilingual/Esl Pre-Service Teachers’ Insights, Zulmaris Diaz, Michael Whitacre, Joy Esquierdo, Jose A. Ruiz-Escalante
Why Did I Ask That Question? Bilingual/Esl Pre-Service Teachers’ Insights, Zulmaris Diaz, Michael Whitacre, Joy Esquierdo, Jose A. Ruiz-Escalante
Bilingual and Literacy Studies Faculty Publications and Presentations
Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working with English language learners. This study presents findings from a qualitative study that explored what types of questions pre-service teachers use and their reflections on the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas were videotaped during a math and a language arts lesson, attended focus groups, and participated in an exit interview. The findings …