Becoming ELL (English Language Learner) Literacy Teachers: The Learning Trajectory of Three Preservice Teachers

• In Event: Key Issues in Preparing Preservice Teachers of English Language Learners

Abstract

This paper will present three case studies of pre-service teachers as they navigate their way through the topics, readings, assignments and class discussions in a course about teaching English to English language learners (ELLs). Thematic analyses are used to understand patterns in the data: Three key themes are knowledge, skills and dispositions surrounding the teaching and learning of second language literacy skills to ELLs. Various samples of student work, completed both in and out of class, are examined in order to identify the pre-service teachers’ individual learning trajectories. Our examination of three pre-service teachers will provide insight into how to support pre-service teachers’ learning about teaching English language learners as they address issues of language acquisition, culture, and literacy instruction and assessment.

Authors

• Bridget A. Bunten, Washington College

• Michelle Knotts, The Pennsylvania State University