Examining the Efficacy of Alternative Field Experience to Teaching English Learners in Secondary Schools

• In Event: Examining Language, Equity, and Justice in Teacher Education

Abstract

In the midst of the COVID-19 crisis, teacher educators are grappling with how to provide student teachers meaningful field experiences to serve English learners (ELs) during campus closures. The purpose of this study was to explore student teachers’ beliefs on second language acquisition (SLA) in the context of teaching ELs in secondary schools. A convergence of data from multiple sources was used to evaluate the efficacy of fishbowl simulations and determine how they can be a viable alternative to gain meaningful field experience. Strong connections were observed between participants’ beliefs and their chosen instructional moves with participants realizing the importance of meaning-making. Interactive coaching can help illuminate blank and blind spots in student teachers’ transition from student to teacher.

Authors

• Kimy Liu, California State University - Stanislaus

• Jon McFarland, California State University - Stanislaus