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Full-Text Articles in Education
Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing
Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing
Journal of Multicultural Affairs
This study followed a case study design and employed qualitative methods to explore monolingual preservice teachers’ (PSTs) attitudes toward learning to teach emergent bilinguals (EBs) in a dual language school. We sought to support and observe PSTs as they applied strategies learned in methodology courses to students in the field. Three overarching themes emerged from PSTs’ videotaped focus group interviews, weekly reflections, and field notes. Responses that supported Theme 1 suggested PSTs desired to teach EBs for a variety of reasons and Theme 2 supporting responses showed that PSTs confidence levels increased as they interacted with EBs. Responses that supported …
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Interdisciplinary Journal of Problem-Based Learning
Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Catalyst: A Social Justice Forum
English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.