Preservice Teachers' Lesson Plan Modification for Emergent Bilinguals

• In Event: Constructing a Respectful Relationship With ELLs: Colaboración, Éxito, y Posibilidades

Abstract

Although the population of emergent bilinguals (EBs), also known as English language learners in the USA, increases faster than any other student groups, many teacher preparation programs do not yet provide adequate preparation related to teaching EBs. Responding this current situation and high demand of effective teachers for EBs, we investigated how preservice teachers (PSTs) create and modify mathematics lesson plans for EBs. Twenty–one secondary mathematics PSTs enrolled in two university–based programs participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implement visuals and group work strategies for EBs, they need to improve integrating EBs’ funds of knowledge and academic language support in their lessons.

Authors

• Ji Yeong I, Iowa State University

• Ji-Won Son, University at Buffalo - SUNY