More Than "Just Good Teaching": Preparing All Teacher Candidates for Linguistically Diverse Classrooms in Ontario, Canada

• In Event: Preparing Teachers for Culturally and Linguistically Diverse Students

Abstract

This paper presents findings from an ethnographic case study of the largest teacher education program in Ontario, Canada. In response to a new teacher education policy, the program has created a course required of all teacher candidates in which they engage knowledge, dispositions, and strategies for supporting English learners. Analysis of interview and focus group data, classroom observations, field notes, and artefacts of candidates work revealed a troubling gap between the lived experiences of our teacher candidates, the extent of linguistic awareness they develop through the course and through the program overall, and candidates’ appropriation of the core ideas and practices for supporting English learners. This research is supported by the Social Sciences and Humanities Research Council of Canada.

Authors

• Jeff Bale, University of Toronto - OISE

• Julie Kerekes, OISE/University of Toronto

• Antoinette Gagné, University of Toronto

• Katie Brubacher, University of Toronto

• Mama Adobea Nii Owoo

• Wales Wong, University of Toronto