Preservice Teacher’s (PSTs) Preparation and Experiences Teaching Writing to Multilingual Learners (MLLs) in an After-School Literacy Tutoring Program

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Leadership and Professional Development for Language Learner Education (Table 5)

Abstract

This qualitative multiple-case study (Stake, 2006) will explore and describe how and what writing strategies pre-service teachers (PSTs) use to teach writing to their multilingual students at an elementary level in an after-school tutoring program. The study also focuses on how pre-service teachers implement different writing strategies while teaching various genres and what factors they consider when deciding which approach they prefer when it comes to teaching writing to MLLs. The study will be guided by an overarching question: In what ways do pre-service teachers support multilingual learners' writing within the context of a practicum experience? What informs their decision-making processes in identifying and implementing specific strategies to support multilingual learners’ writing?

Author

• Monika Bharti, University of Nevada - Reno