In-Service Teachers' Enactment of Code-Switching and Code-Meshing Pedagogies in a Clinical Practicum Setting

• In Event: Pedagogical Approaches to Supporting Emergent Bilingual Learners

Abstract

This study examined a summer reading clinic, intended to support its struggling readers and writers, in conjunction with practicum requirements for a reading specialist endorsement. Candidates provided reading and writing support, informed by students’ interests and abilities. Student participants published a book, wrote formal reader-response journals and informal journals. Three candidates facilitated code-switching and code-meshing pedagogies with two students, 3rd grade African-American English speakers, in which they supported non-threatening spaces for formal and informal voice in formal and informal writing contexts.

Author

• Kirsten D. Hill, University of Michigan - Dearborn