How to Teach English Learners? Mainstream Cooperating Teachers' Views and Practices

• In Event: Contexts, Policies, and Practices Teaching Multilingual Learners

Abstract

Cooperating teachers’ pedagogical beliefs and practices influence teacher candidates’ views and practices. Therefore, this study examined mainstream cooperating teachers’ perceptions about critical components of effective instruction for English learners, and explored the relationship between these teachers’ perceptions and classroom practices. We interviewed 55 teachers and completed a 90-minute observation in each classroom. We analyzed the interviews for common themes, and we used descriptive statistics to summarize the observation data. The findings indicated that teachers were well-versed in evidence-based instructional activities and strategies. However, many teachers found it challenging to infuse ELs’ language, culture and experiential background into their instruction. This study offers implications for teacher education programs, and school district-based professional development programs.

Authors

• Tunde Szecsi, Florida Gulf Coast University
  Presenting Author

• Janka Szilagyi, SUNY - Brockport
  Presenting Author