Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Asset-Based Approaches to Teaching and Learning

Abstract

This qualitative collective case study investigates how mainstream preservice secondary teachers in a university-based program learn to teach emergent bilinguals in their student teaching. It takes a sociocultural approach and proposes a Culturally and Linguistically Sustaining Teacher Learning Framework. Through interviews and participant observations of student teaching, this empirical study is situated in the broader contexts of teacher education program and the placement school. The findings present factors that foster or constrain preservice teachers’ learning. This study calls for explicit and coherent culturally and linguistically sustaining curriculum and pedagogy in teacher preparation program, more collaboration between ELL and mainstream teachers both at university preparation programs and placement schools, and a closer bridge between teacher education program and the placement school.

Author

• Fenglan N Yi-Cline, University of Washington - Seattle