Indicators of Linguistically Responsive Teaching in the Coursework of Preservice Teachers on Second Language Methodology

• In Event: Division K Section 5 Poster Session

Abstract

This mixed-method study seeks to understand whether the pre-service teachers (PSTs) are learning to be linguistically responsive teachers. Lucas and Villegas (2013) define linguistically responsive teaching (LRT) as knowing the diverse backgrounds of English language learners (ELLs) and being able to plan and deliver instructions that support ELLs’ language demands of learning tasks. PSTs’ lesson plans were rated using a research-based 21 indicators of LRT. The strengths of these indicators showed that PSTs adapted course content for all levels of student proficiency, while weaknesses indicated that PSTs integrated fewer meaningful activities or provided less opportunities for students to use their first languages. Findings showed statistical differences across content areas with the science PSTs demonstrating the highest level of LRT.

Authors

• Yan Yan, University of Houston

• Jie Zhang, University of Houston

• Jerome Freiberg, University of Houston