A Practice-Based Opportunity for Preparing Elementary Teachers for Instruction of English Learners

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Teaching Content in Context: Knowledge of Learners, Communities, and Learning (Table 8)

Abstract

Findings from a qualitative case study of a practice-based opportunity for teacher candidates (TCs) and the instruction of English learners (ELs) in the elementary classroom embedded within a methods course on second language acquisition are presented. This inquiry explores the influence of such experiences as TCs become novice teachers. A Self-Study of Teacher Educator Practice approach is used to understand praxis as TCs move from preservice to novice teachers and the impact of practice-based opportunities in learning to teach ELs. Findings revealed practice-based opportunities supported teachers in developing capacity for awareness and tensions in teaching ELs; reinforced understandings of social and academic language; and provided occasions to own the role and responsibility as teachers of ELs. Implications will be discussed.

Author

• Felice Atesoglu Russell, Central Connecticut State University