Fostering Equitable Education for Future Classroom Using Telecollaborative Experience for Preservice Teachers

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction

Abstract

As the number of English language learners (ELLs) has exponentially grown and will be growing, teachers will have more students from culturally and linguistically diverse backgrounds in their classrooms (National Clearinghouse for English Language Acquisition, 2011). Despite the growing number of ELL populations, majority of teachers do not feel fully prepared to teach ELLs with enough experience and knowledge (Banilower et al., 2013), which may result in carrying negative perceptions towards ELLs (Batt, 2008; Reeves, 2006; Hansen-Thomas, Grosso Richins, Kakkar, & Okeyo, 2016). However, pre-service teachers may not have enough opportunities to fully develop an understanding of ELLs due to little opportunities to interact with ELLs from their limited number of clinical experiences in real classrooms.

Author

• Se Jeong Yang, Bradley University