Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study

Deng, Qizhen; Kiramba, Lydiah Kananu; Viesca, Kara Mitchell

doi:10.1177/0022487120971590

Cited by 11 publications

(3 citation statements)

References 44 publications

(75 reference statements)

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“…As a result, many teacher education programs are not adequately preparing pre‐service teachers (PSTs) to teach in science classrooms inclusive of EBs (De Jong & Harper, 2005; Tolbert et al, 2014), leaving much of the emerging science teacher work force unprepared for the linguistically diverse science classrooms (i.e., classrooms containing both EBs and non‐EBs) of the 21st century, especially at the secondary level (NASEM, 2018). This is despite research indicating that PSTs feel more prepared to teach multilingual learners when they receive training to do so in their teacher preparation programs (Deng et al, 2020).…”

Section: Introductionmentioning

confidence: 94%

Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms

Rutt

Mumba

2021

J Res Sci Teach

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The Next Generation Science Standards and increasing linguistic diversity of students in United States science classrooms require language‐focused science instruction for which many secondary science teachers are not prepared. To date, minimal research has addressed how to best support secondary science pre‐service teachers (PSTs) in teaching in linguistically diverse classrooms despite the fact that most PSTs will have the opportunity to teach emergent bilinguals (EBs) at some point in their careers. The purpose of this multiple case study was to determine at what level and in what ways three secondary science PSTs were able to integrate language and literacy into their science instruction following their participation in two language‐ and literacy‐integrated science methods courses. PSTs' instruction was analyzed using an observation rubric and supported by instructional materials, interviews, and reflections. Results indicated that, following the intervention, PSTs were able to enact most language‐ and literacy‐integrated science practices at the targeted level. However, the ways in which they did so varied and at times led to missed opportunities for EBs' participation in key scientific practices. Implications for teacher educators and researchers are addressed.

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Section: Introductionmentioning

confidence: 94%

Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms

Rutt

Mumba

2021

J Res Sci Teach

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“…Translanguaging and other equity‐based practices should not be relegated to one professional development event a semester or to one session. For PSTs to develop this mindset and accompanying practices, frequent engagement with concepts of language use, equity, identity, power, and race is necessary (Deng et al, 2021; Kwok et al, 2021). In addition, development of a critical translingual approach is a multifaceted progression through which PSTs learn to reflect on how power is communicated through language and language users, on how their personal experiences with language are reflected or not in school‐based literacy events, and on how they can begin to create space for frequently marginalized languages, cultures, and races (Seltzer, 2022).…”

Section: Implications and Next Steps For Teacher Educatorsmentioning

confidence: 99%

Enriching preservice teachers' translanguaging stance and practices toward emergent bilingual learners through virtual professional development

2023

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Understanding and affirming the assets of emerging bilingual learners (EBLs) and resources are often not part of preservice teacher (PST) preparation, particularly for preservice secondary teachers (Newman et al., 2010). The authors of this article designed two Grand Seminars to support PSTs to begin to develop a translanguaging mindset and to help them to apply what they have acquired to content language teaching through reading and reflection on The Book of Unknown Americans. The purpose of the seminars was to prepare PSTs with equity‐ and asset‐ based mindsets and practices to support EBLs, such as translanguaging. This study focuses on how the PSTs began to take up translanguaging as a mindset, or stance, yet required more time and development to engage in translanguaging as a pedagogy. One research question guided the design, presentation, and analysis of the data: In what ways do PSTs manifest a translanguaging stance? Implications for TESOL and all educators are provided to support PST understanding of EBL demography at their practicum placements and its connection to pedagogy.

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“…Although the emphasis on training school professionals to serve ELs has increased, many school professionals must be more adequately prepared to serve this population (Deng et al, 2021; Hansen-Thomas et al, 2016). Among school psychologists, only some are bilingual and trained to serve the needs of ELs.…”

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confidence: 99%

Prereferral Intervention for English Learners: Important Considerations

Marrs,

Garcia,

Berndt

et al. 2023

Intervention in School and Clinic

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Providing appropriate academic evaluation and intervention services for English learners remains a challenging goal for school support teams. Understanding English language proficiency assessment and universal screening processes can help teams make better decisions when considering possible continued intervention or referral for a comprehensive special education evaluation. This article will help school teams understand what information they should consider when determining whether to begin or continue an academic intervention or refer a student for a special education evaluation.

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Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study

Cited by 11 publications

References 44 publications

Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms

Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms

Enriching preservice teachers' translanguaging stance and practices toward emergent bilingual learners through virtual professional development

Prereferral Intervention for English Learners: Important Considerations

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