Preservice Teacher Candidates' Negotiations of Deficit Language in a Simulated Teacher Meeting

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Reflexive Turns: Cultural and Linguistic Justice in Preservice Teacher Education (Table 34)

Abstract

Growing numbers of emergent bilinguals are included in inclusive elementary classrooms which has ushered in questions about how to prepare pre-service teachers to develop the capacities and dispositions to teach, advocate and construct educational possibilities for them in US public schools. Although deficit language regarding emergent bilinguals has be been documented in schools, little is known about how these interactions take place or reactions to them. The objective of this study is to explore how pre-service teachers navigate a simulated conversation with a teacher colleague who uses deficit language in relation to emergent bilinguals in the United States. This study focuses on the types of responses explores the implications of of conversations for teacher preparation programs.

Author

• Jessica Fundalinski, Syracuse University