Understanding the Syntax of School Life for English Learners: A Study of Preservice Teacher Narratives Regarding Issues of Social Justice

• In Event: Roundtable Session 20
  In Roundtable Session: Supporting Immigrant Learners Through Practice and Advocacy

Abstract

As the English Learner school population flourishes, scholarly concern about inequitable treatment has grown. Preservice teachers are developing their storied teacher knowledge within this context, both as K-12 students and during field-based observations embedded within teacher preparation courses. This paper presents findings from a narrative-based study about preservice teachers’ developing knowledge regarding EL students and how their school-based stories impact how they come to know teaching. Using iterative and thematic analysis, plot patterns in their narratives emerged, including the isolation and marginalization of EL students coupled with feelings of frustration and sadness. These findings pose important considerations for the teacher education community, regarding how we might rethink teacher education toward goals of equity and social justice for English Learners.

Authors

• Amanda Sugimoto, The University of Arizona

• Kathy Carter, The University of Arizona

• Kathleen Jablon Stoehr, The University of Arizona