Responding to Changes in the Literacy Landscape: Preparing Preservice Teachers in Innovative Field-Based Courses

• In Event: Issues in Preparing Preservice Teachers for English Language Learners

Abstract

In this paper, the researchers present their analysis of innovative field-based literacy courses in two professional development school sites to assess the knowledge, skills, and dispositions candidates demonstrated when working with English Language Learners. The researchers ground their analysis in critical literacy theory and culturally responsive pedagogy with consideration of the impact of demographic shifts in suburban areas, the adoption of the Common Core State Standards, and technological changes. The researchers conclude that candidates within field-based courses applied curricula and developed activities that connect to learners’ backgrounds, cultures, and communities; that they promoted the social nature of learning; and positioned young people to experience literacy as purposeful and to see themselves as skillful and confident makers of meaning.

Authors

• Courtney Ryan Kelly, Manhattanville College

• Katherine Egan Cunningham, Manhattanville College

• Kristin Nicole Rainville, Manhattanville College