Viewing and Visually Representing, Still Missing: Scaffolding Preservice Teachers’ Understanding of English Language Arts With Critical Literacy

• In Event: Roundtable Session 11
  In Roundtable Session: Critical Analysis of Teaching and Pedagogy

Abstract

This study examined the patterns that existed with regard to preservice teachers' observed modes of language during field experiences. During a two-year study, data were collected from 45 preservice teachers during four, semester-long language arts methods courses. Data were analyzed using the modes of language, specifically reading, writing, listening, speaking, viewing, and visually representing. We found that preservice teachers did not recognize certain modes of language, some modes were privileged over others, and making the modes explicit derived similar findings. This is problematic because the two missing modes - viewing and visually representing - are consistently present in students’ daily lives. The purpose of our recommendations is to attend to the social context of students’ lives.

Authors

• Delane Ann Bender-Slack, Xavier University

• Teresa Young, Xavier University