- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
What to do in Chicago
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
49.088-11 - Preparing Classroom Teachers to Succeed With Second Language Learners: Research From a Faculty Learning Community
Sat, April 18, 10:35am to 12:05pm, Hyatt, Floor: East Tower - Purple Level, Riverside WestSession Type: Roundtable Session
Abstract
This symposia uses research to explore the use of a faculty learning community to improve teacher preparation for linguistic and cultural diversity. Papers: present the model & theorize teacher educator learning necessary to improve teacher preparation for work linguistic and cultural diversity; present a survey, its psychometric properties, and results suggesting how a faculty learning community can impact the growth preservice teacher self-efficacy for work with emergent bilinguals (or “ELLs”); explore preservice teachers’ experiences and enactment of effective practices with emergent bilinguals; and explore dilemmas and responses to these dilemmas experienced by faculty seeking to infuse new material into teacher education courses.
Sub Unit
Chair
Papers
Preparing Preservice Teachers for Emergent Bilinguals: Rationale and Methods for Faculty Development - Thomas H. Levine, University of Connecticut; Elizabeth R. Howard, University of Connecticut
Improving Teacher Preparation for Linguistic Diversity: Using Survey Data to Support Research and Program Improvement - Elizabeth R. Howard, University of Connecticut; Megan Welsh
Assessing Preservice Teacher Enactment of Linguistically and Culturally Responsive Practices Supported in Teacher Education Coursework - Eileen Mercedes González, University of Saint Joseph
Using Faculty Learning Communities to Improve Teacher Preparation for Linguistic and Cultural Diversity: Tensions and Responses - Douglas K. Kaufman, University of Connecticut; Angela Maria Lopez-Velasquez, Southern Connecticut State University