Reflection Practices of Preservice English Language Teachers of Emergent Bilinguals: A Systematic Review of Literature

• In Event: The Transformative Potential of Reflection in Teacher Education

Abstract

Teachers are increasingly expected to be accountable for the teaching and learning outcomes in schools, especially on low-performing campuses with high concentrations of emergent bilingual (EB) and English learner (EL) students. This study systematically reviews research from the past decade on reflective practices among pre-service English language teachers working with EB students. By analyzing 47 empirical studies, this review identifies effective reflective activities and models, emphasizing their impact on critical thinking, classroom management, and professional growth. The findings highlight the necessity of structured reflection in teacher training programs and suggest integrating reflective practices with other professional development strategies to enhance teaching effectiveness for EB and EL students.

Authors

• Roya Pashmforoosh, Texas A&M University

• Beverly J. Irby, Texas A&M University

• Mohammad Taheri, Texas A&M University

• Yanbing Chen, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University