21.026 - Democratizing Preparation of Teachers of English Learners: Reflective Narratives of Teachers

Session Type: Symposium

Abstract

This proposed symposium aims to explore, highlight, and value educators’ own voices and stories. This interactive session will show how fellow researchers and teachers effectively used “narrative” as reflective and effective practice in their current and future work with English learners, including ELs with disabilities. The presenters share their participating teachers’ experiences, knowledge, stories, and voices as the teachers work with English learners in their daily teaching or field experiences. Our presenters will further highlight and discuss with our participants how educations of ELs and beyond can use narrative as a way to understand teaching better and to potentially reconstruct teaching strategies to engage ELs and others students more effectively in learning.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 03: Teachers’ and Teacher Educators’ Lives: Lived Experiences, Identities, Socialization and Development

Chair

• Robert W. Blake, Towson University

Papers

• Preservice Teachers Learning to Teach English Language Learners: Knowledge, Attitudes, and Efficacy - Guofang Li, University of British Columbia; Youngeun Jee, University of British Columbia

• Reflection on and for Actions: Probing Into English Language Art Teachers' Personal and Professional Experiences With English Learners - Huili Hong, Towson University; Karin J. Keith, East Tennessee State University

• Empowering Preservice and In-Service Educators to Identify and Reflect on the Needs of English Learners - Gregory Knollman, University of South Florida; Kandace M. Hoppin, Towson University

Discussant

• Brett Elizabeth Blake, Saint John's University