Teacher Preparation for Linguistically Rich Classrooms: A Study of Teacher Take-Up of Linguistically Responsive Teaching

• In Event: Poster Session 5
  In Poster Session: Division K Poster Session

Abstract

This qualitative study followed teachers through their participation in a teacher education program designed to enhance their linguistically responsive teaching and beyond in order to identify what they “took-up” from the opportunities presented. A funds of knowledge framing ensured that each teacher’s work was analyzed with the understanding that individuals bring to each learning moment unique knowhow. Findings to the following question were presented as four themes that highlight the nuances of teacher take-up of linguistically responsive teaching:
While following general education early childhood teachers through a formal learning program and into their classrooms, what “take-up” from the range of opportunities designed to help this small group of teachers become more linguistically responsive in their classrooms seems to be demonstrated?

Author

• Melissa Collucci, St. Thomas Aquinas College