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34.059 - Teacher Education Policies and Linguistic Diversity: An Investigation of Teacher Education for Supporting English Learners
Sat, April 6, 2:15 to 3:45pm, Metro Toronto Convention Centre, Floor: 700 Level, Room 705Session Type: Symposium
Abstract
This symposium examines how a new teacher-education policy in Ontario related to supporting English Learners is appropriated in practice. Since 2015, Ontario has required that all teacher candidates—not just future ESL specialists—receive pre-service instruction and practical experience working with English Learners. The papers in this session provide multiple perspectives on this topic, ranging from a case study of one teacher education program and the results of a pedagogical content-knowledge test of what candidates learn in that program about supporting English Learners, to the perspectives of classroom teachers, curriculum leaders, and English Learners themselves. The significance of this research results from the comprehensive perspectives it provides on a new teacher-education policy about supporting English Learners.
Sub Unit
Chair
Papers
From the Universal to the Specific: Teacher Candidates' Understanding of Supporting English Learners - Wales Wong, University of Toronto; Jeff Bale, University of Toronto - OISE
Teacher Candidate Learning as Measured by a Pedagogical Content Knowledge Test on Supporting English Learners - Jeff Bale, University of Toronto - OISE; Julie Kerekes, OISE/University of Toronto; Katie Brubacher, OISE/University of Toronto
Teachers' Take on the Needs of English Learners (ELs) and Teacher Education for Supporting ELs - Julie Kerekes, OISE/University of Toronto; Mama Adobea Nii Owoo, University of Toronto; Shakina Rajendram, University of Toronto
Creating Linguistic Portraits With Diverse English Learners - Antoinette Gagné, University of Toronto; Katie Brubacher, OISE/University of Toronto; Mama Adobea Nii Owoo, University of Toronto; Shakina Rajendram, University of Toronto; Wales Wong, University of Toronto