"I Understand What These Students Are Experiencing": Linguistically Diverse Preservice Teachers' Narratives Regarding English Learners

• In Event: Roundtable Session 6
  In Roundtable Session: Teaching, Learning, and Identity: Lessons From the Experiences of English Language Learners

Abstract

In today’s changing classrooms, it is imperative to prepare preservice teachers to work with linguistically diverse students. This study explored narratives from preservice teachers who were identified as English Learners during their own k-12 schooling days. Specifically, this paper analyzed how these preservice teachers’ experiences as k-12 English Learners shaped their developing professional knowledge regarding linguistically diverse students. Using iterative and thematic analysis techniques, plot patterns were identified, including challenging interactions with peers, teachers, and the larger school system, as well as preservice teachers’ sense making of these events. We argue that these findings pose important considerations for the teacher education community regarding how to effectively prepare preservice teachers to work with linguistically diverse students.

Authors

• Amanda Sugimoto, The University of Arizona

• Kathy Carter, The University of Arizona

• Kathleen Jablon Stoehr, Santa Clara University