Exposing Preservice Teachers to Dual Language Learners

• In Event: Sheraton Roundtable Session 22
  In Roundtable Session: Critical Perspectives on Linguistic Diversity

Abstract

The present study analyzes attitudes of elementary pre-service teachers (PSTs) toward learning to teach dual language learners (DLLs). We followed a case study design and utilized qualitative methods with 12 participants that attended a university in Texas. Results from focus group data, written reflections, and field notes support three specific themes that emerged: (a) teacher candidates seemed to possess amenable attitudes toward learning to teach DLLs, (b) teacher candidates showed improved confidence toward teaching DLLs, and (c) DLL content and pedagogy were strengthened. Nonetheless, feedback from teacher candidates revealed that little of the DLL and ELL information from reading methods courses seemed to transfer from the university classroom to practice in a culturally and linguistically elementary classroom setting.

Authors

• Deborah J Williams, Stephen F. Austin State University

• James Stephen Ewing, Stephen F. Austin State University