"It's Our Job": Critical Spaces in Mandated Courses for Preservice Teachers of English Language Learners in Massachusetts

• In Event: 63.051 - Preparing and Supporting Teacher Candidates to Teach English Language Learners

Abstract

This paper provides a pilot-year analysis of the rapid implementation at Westfield State University of the new Massachusetts policy Rethinking Equity and Teaching for English Language Learners (RETELL). This paper explores the challenges addressed by the authors of integrating pedagogical content knowledge (Peregoy & Boyle, 2008) and critical awareness (Freire, 1970, 1998) of the sociocultural context of ELL education presented in the state-mandated Sheltered English Immersion (SEI) courses. Introducing a Sociocultural Perspective of Language Learning model was a touchstone for theory-practice connections, and served as a pre-/post-assessment in tandem with an independent short film about language education policy. Findings of analysis of student writing indicate critical approaches that promote improved instruction, self-reflection and increased awareness and advocacy for ELLs.

Authors

• Andrew Habana Hafner, Westfield State University

• Floris Wilma Ortiz-Marrero