Exploring the Relationship Between Supervisors’ Language-Focused Feedback and Teacher Candidates’ Language Awareness

• In Event: Examining Mentoring and Feedback for Preservice Teachers

Abstract

Without targeted attention to language development in PK-12 teachers’ planning and instruction, English Language Learners (ELLs) may not receive the support necessary to make academic progress. This study investigated how aspects of Teacher Language Awareness (TLA) manifested as teacher candidates under supervision developed lessons, received feedback, and reflected on their practice. Authors employed qualitative analysis of student teaching artifacts and biographical information to explore linkages between supervisors’ foci, teacher candidates’ uptake of feedback, and impact of supervisory feedback on candidates’ actual practice relative to language instruction. Findings suggest that background and experiences influenced participants’ degree of TLA, but only when both supervisors and candidates exhibited high degrees of TLA did targeted language instruction occur during lesson planning and delivery cycles.

Authors

• Laura Baecher, Hunter College - CUNY

• Kristen M. Lindahl, University of Utah