Working with Linguistically and Culturally Diverse Families: Learning to Teach by Doing

• In Event: Poster Session 3
  In Poster Session: Educational Needs of Immigrant and Minority Students

Abstract

This study describes a community-based teacher education model and shares research findings highlighting the impact of this innovative pedagogy for faculty and pre-service teachers as we prepare them to work with diverse families served by our public schools. Pre-service teachers in a Teaching English Language Learners methodology course participated in an on-site service-learning project in a local elementary school and provided English language tutoring and childcare for adult English language learners. This mutually beneficial program offers much-needed opportunities to observe, practice, reflect and receive feedback crucial for the preparation of new teachers (Zeichner, 2011) in a linguistically and culturally diverse context. The paper highlights findings in terms of the benefits and challenges of community-based teacher education programs.

Authors

• Mary E. Curran, Rutgers University

• Sharon Ryan, Rutgers University

• Ariana Mangual Figueroa, Rutgers University

• Nora E. Hyland, Rutgers University

• Jessie H. Curtis, Rutgers University

• David Greer, Rutgers University