Search results for: Bilingual education
Page 1/1 9 items
Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study
This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, the authors examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
Updated: Dec. 22, 2021
Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, the authors investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. The authors’ analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs’ funds of knowledge and academic language support.
Updated: Sep. 13, 2020
In this article, the authors describe the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school in Iowa. The authors argue that the use of self-study as the frame for their professional learning experience was seen as a powerful and positive experience overall, impacting both their own practice and the dual language program at large. The authors also argue that during the process of self-study, many of the teachers became supportive collegial friends, colleagues who appeared genuinely interested in working together to improve practice. By working as collegial friends, by engaging in critical discussions of genuine issues and teacher-chosen interests in improving practice, the dual language program as a whole benefited.
Updated: Jan. 15, 2014
Professional Development for Teacher Educators: Conflicts between Critical Reflection and Instructional-Based Strategies
The authors examine a professional development book club for teacher educators. The authors focused on understanding how teacher educators, participating in a professional development book club on English-language learners) ELL), explored their beliefs about language diversity and developed an awareness of how to best prepare future teachers for culturally and linguistically diverse schools. The authors found several overarching themes: the centrality of lived experiences, tensions within pedagogy development; and experiencing internal conflict throughout the process.
Updated: May. 29, 2013
Inside and Outside the Integrated Bilingual Palestinian–Jewish Schools in Israel: Teachers’ Perceptions of Personal, Professional and Political Positioning
This study explored how teachers of the integrated bilingual Palestinian–Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. Furthermore, it was found that teachers' inside and outside positioning results in perceived conflicts.
Updated: Dec. 06, 2011
In this article, the authors use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students. This project took place in a classroom of nine- and ten-year-old ELLs on the west coast of Canada. The project stimulated discussions among the children about why Punjabi was not taught in a school where the majority of the children came to school speaking the language and why there were not more dual-language resources in the school. These results are important and challenge dominant schooling practices. This project also emphasizes the ways in which the use of multimodal technologies opens up classroom space for bilingualism.
Updated: Nov. 23, 2010
In this review, the authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism. Results indicate that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills.
Updated: Nov. 02, 2010
Language, Culture and Dissonance: A Study Course for Globally Minded Teachers with Possibilities for Catalytic Transformation
This article presents a study which explores the impact of a course taught abroad, with the objective of preparing globally minded intercultural educators proficient in second language and culture pedagogy for English learners.
Updated: Oct. 05, 2010
Building and Destroying Students' 'Academic Identities': The Power of Discourse in A Two-Way Immersion Classroom
Two-way immersion is a model for bilingual education designed to help language-minority students develop additive bilingualism while at the same time offering language-majority students a chance to learn a second language. The article begins with a brief review of the available research on two-way immersion education. Then, using Bakhtin's concept of dialogue and Bourdieu's and Gee's ideas of discourse/Discourse, this article takes a close-up look at the discourse patterns in one second-grade two-way immersion classroom in Northern California.
Updated: Dec. 31, 2008