Supporting Dual-Language/Immersion Teacher Education Through a Strengths-Based Research-Practice Partnership

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Exploring Linguistic Diversity and Critical Consciousness for Preservice and In-Service Teacher Development

Abstract

In this presentation, we share a teacher education program building upon a strengths-based research practice partnership to support the development of dual language/immersion instruction in North Carolina. The design and implementation of this teacher education program is a joint effort across teacher educators, school district leaders, educators, and families. We describe the development process of the program, including our partnership with two districts to develop the program components and the use of data to inform program design. In addition, we include a description of the various program components and the strengths and challenges of the first-year implementation of the program to prepare educators to support learners through culturally and linguistically responsive and sustaining pedagogy and meaningful family and community engagement.

Authors

• Melody Zoch, University of North Carolina - Greensboro

• Ye He, University of North Carolina - Greensboro

• Jamie L. Schissel, University of North Carolina - Greensboro

• Scott Howerton, University of North Carolina - Greensboro