Multilens Noticing in Preservice Teachers' First Attempts at Facilitating Discussion in Diverse English Language Arts Classes

• In Event: Language and Arts Education

Abstract

Quiz-like practices have long dominated ELA classroom discourse. Moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do must attend to realities of diverse classrooms. Our study offers a teacher education innovation that prepares ELA candidates to facilitate discussion in culturally and linguistically diverse middle and high school classes. A contribution is a set of noticing lenses: attention to discourse practices, ELA content, and equitable learning opportunities for diverse students. We sought a baseline examination of what 4 cohorts of pre-service teachers (n=83) notice, reflect on, and find challenging as they begin the difficult work of ELA discussion facilitation in diverse classrooms. Findings inform curricular design, areas of need, and targeted attention to key practices.

Authors

• Leslie C. Banes, California State University - Sacramento
  Presenting Author

• Julia Houk, University of California - Davis
  Presenting Author

• Steven Z. Athanases, University of California - Davis
  Presenting Author

• Sergio L. Sanchez, University of California - Davis
  Presenting Author