Online Literacy Methods Courses: Supporting Preservice Teachers' Understanding of Language Diversity and Bilingual Literacy

• In Event: 54.049 - Transforming Teacher Preparation Through Arts Integration and Language Learning in a Bilingual Community School

Abstract

1. Objectives
This presentation describes preservice teachers’ work and reflections based on oral language, bilingualism, and teaching literacy in their online reading and language arts methods courses as part of a university and community school project. In collaboration with the other university faculty, the literacy coursework was designed to support students’ preparation for teaching culturally and linguistically diverse students.

2. Theoretical Framework
The study adopts a social constructive stance, encouraging an interactive, supportive learning community (Vygotsky, 1978). The online course context creates an inclusive learning environment where diverse students are supported and challenged promotes bilingual literacy development (Stevens & Brown, 2011). PSTs learn that bilingual language acquisition is couched in funds of knowledge, culture, and the interconnectedness of the students with their families and communities (Moll, 1997; 2000).
3. Methods & Data Sources
Data were collected from the 2 online literacy methods courses from assignments that incorporated visual representations of literacy concepts, poetry, personal writing, and reflections about oral language, reading and writing. Coding of data was based on the work of Merriam (1998) to analyze and construct categories and themes. Categories of patterns were coded for further inductive analysis using constant comparative methodology (Glaser & Strauss, 1967).

4. Results
Ongoing research addresses concerns over PSTs proficiency in writing and attitudes towards becoming teachers of writing (Hall, 2016). Through analysis and observations of the PSTs’ online discussions, assignments, and reflections, it was evident PSTs gained extensive knowledge about teaching oral language, reading and writing to their emergent bilingual students. In addition, they gained confidence in their own abilities to assess their elementary students’ work and plan differentiated lessons that supported bilingual literacy development.

5. Scholarly Significance
The online reading and language arts methods courses for the PSTs facilitated their development as future teachers of language and literacy. Transformational learning opportunities in the online context supported PSTs’ understanding of cultural and linguistic diversity as the foundation of literacy development with their elementary students.

Author

• Irene Welch, University of New Mexico