The Positioning of Preservice Teachers in Their Relationship With English Learners During Field Experiences

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Preservice Teachers' Positionality With Culturally and Linguistically Diverse Students

Abstract

Because of refugee and immigration movement around the world, the US faces a challenge in teaching these populations to become literate and academically successful. Yet, most teacher education schools do not provide extensive second language development education. This study examined case studies of ELs created by preservice teachers during student teaching to explore how these preservice teachers positioned themselves in relationship to English learners. Using positioning theory, researchers examine case studies constructed by 60 preservice teachers in their student teaching. We identified three plotlines from the cases. Common across the plotlines was the positioning of ELs as positive, pleasant and progressing based on the preservice teachers work with them. There are implications for both teacher education and research.

Authors

• Stefinee E. Pinnegar, Brigham Young University

• Celina Marie Lay

• Linda Turner, Brigham Young University

• Sarah Witt, Brigham Young University

• Jenna Granados, Brigham Young University