Preservice Teachers' Discourse About Linguistically Diverse Students' Languages and Literacies: Toward Asset-Based Literacy Pedagogy

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: Preservice Teachers' Self-Efficacy in Meeting the Needs of Diverse Students

Abstract

Teacher education programs require attention to pedagogical language knowledge and practices preservice teacher (PSTs) need for teaching linguistically diverse students. Our study responds to these needs by examining ways PSTs develop a beginning repertoire of instructional practice as English teachers of adolescents, with attention to linguistically diverse learners and equity. In this study, we focus on a 10-week inquiry conducted by 23 PSTs earning their teaching credential in secondary English language arts in a California, a state rich with diversity. Findings from this study highlight possibilities to foster PSTs’ asset-based attention to diverse students’ languages and literacies as they engage in inquiry into literacy pedagogy.

Authors

• Joanna W. Wong, California State University - Monterey Bay

• Steven Z. Athanases, University of California - Davis