How Early Childhood Preservice Teachers Make Meaning of Difference Between Themselves and English Language Learners

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-1 - Division K Section 6 Poster Session. Field Experiences: Student Teaching, Supervision, School/Community Collaborations, and Approaches in Teacher Education

Abstract

This study explores how white, female early childhood pre-service teachers (PSTs) formulate and articulate their beliefs, perceptions, and assumptions about English language learners (ELLs), and how these discourses shift overtime in response to their ongoing interactions with linguistically diverse students in their preschool-3rd grade practicum classrooms. Findings reveal that most PSTs initially expressed deficit views about ELLs, and that these beliefs manifested in practice in contradictory ways. However, as PSTs became more aware of their own biases through interacting with these children, their perspectives and pedagogical practices transformed. These important findings expose the critical need for teacher education programs to design practical courses and field experiences that prepare PSTs to effectively address the academic and emotional needs of young ELLs.

Author

• Ilana Nankin, University of Wisconsin - Madison