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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 8 of 8
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
What Stem Teachers Need To Know And Do To Engage Families Of Emergent Multilingual Students (English Language Learners), Lisa Hoffman, Emily Suh, Alan Zollman
What Stem Teachers Need To Know And Do To Engage Families Of Emergent Multilingual Students (English Language Learners), Lisa Hoffman, Emily Suh, Alan Zollman
Journal of STEM Teacher Education
STEM teacher educators are aware that we teach far more than content-specific methodology. Educators need to guide STEM teachers in the knowledge and skills to support emergent multilingual students (English language learners, or ELLs) by simultaneously developing their STEM content learning and scaffolding their language acquisition (Hoffman & Zollman, 2016; Suh, Hoffman, & Zollman, 2020). Research identifies the family unit having a profound effect upon student learning and educational choices. Educators, educational researchers, and policymakers alike recognize the importance of family involvement in education (Grant & Ray, 2019). Although previous family engagement initiatives have focused on teaching families from a …
Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin
Mentoring Secondary Novice Teachers To Develop Academic Language Of English Language Learners, Susan O'Hara, Joanne Bookmyer, Robert Pritchard, Robin Martin
Journal of Educational Research and Practice
This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a …
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 …
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
TAPESTRY
Researchers have argued that teacher education programs fail to prepare effective teachers for the increasing English language learner (ELL). In response to the under preparedness of pre-service teachers (PSTs) for ELLs, the authors designed a six-module online lab course for a group of 22 TESOL minor PSTs. The content of the modules included knowledge of ELLs and their parents, the socio-political context of teaching ELLs, and strategies of teaching knowledge and content to ELLs. PSTs reported they benefited from the learning opportunities these modules provided, including: familiarizing them with the challenges ELLs faced, the importance of and ideas for involving …
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.
California Community Colleges Student Equity, Esl And Basic Skills Students, Janet L. Daugherty
California Community Colleges Student Equity, Esl And Basic Skills Students, Janet L. Daugherty
Scholarship and Engagement in Education
The leadership of California Community Colleges had been tasked with examining the data of English Language Learners (ELL) in urban, rural and suburban settings. This student popluation has difficulty navigating noncredit language courses that are prerequisites to college level credit courses leading to specialized certiciates and/or an associate's degree. The leaders at the community college level discovered gaps in student course completion data, students for whom English is a second language (ESL). These students sometimes do not receive support services toward successful course completion. Through analyzing course completion data, the leaders can implement student support services to assist ELL in …
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Democracy and Education
This study explores the role of competing discourses that shape current practices in U.S. schools and how professional development efforts can support teachers and researchers in finding ways to reinsert more democratic processes into their collaborative work. We examine the case of one research and professional development project with the goal of supporting middle school science and ESOL teachers in fostering more meaningful science learning for all their students but especially their English language learners. Using Gee’s notion of big-D discourses and Fairclough’s notion of interdiscursivity, we trace how the Discourse of accountability, the Discourse of science teaching, and the …