Preservice Teachers' Pedagogical Approaches to Non-English Words in Multicultural Picture Books

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  In Roundtable Session: Exploring Pedagogical Tools (Table 9)

Abstract

This study explores pre-service teachers' pedagogical approaches to handling non-English words in multicultural picture books. Through qualitative analysis of reflection papers and teaching practices, we identify how these educators navigate the integration of non-English vocabulary into their reading instruction. The research highlights three primary approaches: focusing on language exposure, prioritizing vocabulary and comprehension, and maintaining a balanced approach. Findings reveal that pre-service teachers value both cultural enrichment and literacy development but often struggle with incorporating non-English words effectively. This study underscores the need for targeted strategies to support pre-service teachers in using multicultural texts to enhance linguistic and cultural understanding in diverse classrooms.

Authors

• Yoo Kyung Sung, University of New Mexico

• Eun Hye Son, Boise State University