Teacher Candidates' Knowledge and Beliefs of Learning to Teach Emergent Bilinguals and Its Impact on Curriculum

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Preservice Teachers Explore Multicultural Beliefs and Bilingualism (Table 32)

Abstract

The rapid growth in the number of emergent bilinguals (EBs) in urban and rural schools calls for preparing all teachers for EBs. Little attention has been paid to the teacher candidates’ beliefs in learning to teach EBs in rural areas. This qualitative study examines six pre-service teachers’ beliefs and knowledge of learning to teach EBs in a teacher preparation program located in a rural area, how they perceive the program course training, and its impact on the curriculum. All participants hold positive attitudes toward EBs and learn to teach EBs. Yet, the course training that they received appears lack of and inconsistent. The study also reveals a challenge and dilemma in providing teacher candidates with field experience opportunities.

Author

• Xuexue Yang, SUNY - College at Oneonta