Examining Dispositions for Multilingual Learners: A Comparative Case Study of Three Pre-service Teachers

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Language, Power, and Identity in Teacher Preparation: Multilingual Awareness, Academic Language, and Intersectionality

Abstract

Dispositions are indispensable for effective teaching, especially for multilingual students (MLs). These include empathy, flexibility, and patience. This presentation, based on research at a Southeastern university, explores how structured reflections on vignettes in an undergraduate English for Speakers of other Languages (ESOL) methods class can build awareness of essential dispositions for teaching MLs. Participants included 3 white female pre-service teachers who were purposefully selected (Patton, 2002) among two classes of undergraduate ESOL methods classes. Data includes 3 semi-structured interviews and four reflections on vignettes (N=12). Data were analyzed using the constant comparative method (Strauss & Corbin, 1998) and Dewey’s (1933) five phases of reflection. Implications include increased attentiveness to teacher dispositions and promoting a humanizing pedagogy for all pre-service teachers.

Authors

• Jared McKee, University of Florida

• Mark B. Pacheco, University of Florida