Teaching Strategies: Opening up to the Issues: Preparing Preservice Teachers to Work Effectively with English Language Learners

Giambo, Debra A.; Szécsi, Tünde

doi:10.1080/00094056.2006.10521358

Cited by 16 publications

(14 citation statements)

References 4 publications

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“…For example, positive attitudes toward multiculturalism, crosscultural understanding and multicultural awareness should be included (Giambo & Szecsi, 2005;Youngs & Youngs, 2001). In addition, it has been argued that activities catering for ESL student needs are beneficial to all students (Doyle & Reinhardt, 1992).…”

Section: Discussionmentioning

confidence: 99%

“…Some researchers have found that when teachers have a background in linguistics and in learning second languages themselves, they are more understanding and compassionate toward CALD students (Giambo & Szecsi, 2005;Harper & de Jong, 2004;Penfield, 1985;Youngs & Youngs, 2001). Consequently this improves their teaching practice when faced with CALD students.…”

Section: Languages and Linguisticsmentioning

confidence: 99%

“…Many factors apart from practical strategies and curriculum content are salient when educating teachers in this area. These include attitudes, cross-cultural understanding and multi cultural awareness (Giambo & Szecsi, 2005;Youngs & Youngs, 2001) and promoting partnership between ESL teachers and mainstream subject teachers (Arkoudis, 2006;Davison, 2006;Doyle & Reinhardt, 1992;Lucas, Villegas & FreedsonGonzalez, 2008). Successful integration of CALD students into mainstream environments requires that teachers have training in the domain, and can work productively with ESL specialists.…”

Section: The Role Of Pre-service Teacher Educationmentioning

confidence: 99%

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Preparing Pre-service Teachers for Multicultural Classrooms

Premier

Miller

2010

AJTE

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Section: Discussionmentioning

confidence: 99%

Section: Languages and Linguisticsmentioning

confidence: 99%

Section: The Role Of Pre-service Teacher Educationmentioning

confidence: 99%

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Preparing Pre-service Teachers for Multicultural Classrooms

Premier

Miller

2010

AJTE

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“…Similarly, optional courses do not do justice to the issues in education (Barnes, 2006;Mujawamariya & Mahrouse). A cohesive systemic change including theories of language acquisition, diversity issues, and learning needs is required (Barnes, 2006;Buck et al, 2005; Emporia State University, 1994;Giambo & Szecsi, 2005). It is urgent that programs include these authentic complexities if they claim to teach equity and inclusion (Buck et al; Meskill).…”

Section: Complexities Of Working With Ellsmentioning

confidence: 99%

Teacher Preparedness for a Changing Demographic of Language Learners

Webster¹,

Valeo²

2011

TESL

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English-language learners (ELLs) are becoming common in classrooms with Ontario's escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers' (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice. La croissance de l'immigration en Ontario se traduit par la présence accrue d'apprenants d'anglais dans les salles de classe de la province. Les enseignants à l'élé-mentaire se voient de plus en plus souvent accorder la responsabilité de répondre aux besoins d'enfants d'origines linguistiques variées. Cette étude qualitative examine, d'une part, les pratiques en formation des enseignants par le biais des perspectives de stagiaires et, d'autre part, la mesure dans laquelle les stagiaires à l'élémentaire sont formés pour enseigner aux apprenants de l'anglais dans le sudouest de l'Ontario. Dans le cadre d'une entrevue structurée, six diplômés certifiés partagent une appréciation descriptive de leurs expériences, leurs connaissances et leurs croyances. Les résultats indiquent qu'en dépit d'une évolution vers une meilleure reconnaissance des apprenants d'anglais et une attitude mentale plus inclusive, il existe des éléments qui montrent que les enseignants bien intentionnés n'ont pas la compétence nécessaire pour être efficaces en salle de classe. IntroductionOntario is the province of choice for over 50% of newcomers to Canada (Chui, Tran, & Maheux, 2007a, 2007b People for Education, 2008). Immigration continues to fuel Ontario's population growth while significantly contributing to linguistic diversity. As immigration increases, the English-language learners (ELLs) will become increasingly common in regular classrooms. ELLs are the fastest growing segment of elementary students (Antunez, 2002;Buck, Mast, Ehlers, & Franklin, 2005;Harper & de Jong, 2004). The need to prepare teachers better for working with ELLs is widely recognized (Taylor & Sobel, 2003). Studies have concluded that teachers graduating from edu-106 NINA LEE WEBSTER AND ANGELA VALEO cation programs do not have the strategies necessary for simultaneous support of both academic content development and English-language growth (Buck et al.;Evans, Arnot-Hopffer, & Jurich, 2005;Waxman & Téllez, 2002). These teachers enter the field with limited cross-cultural knowledge and understanding of classroom challenges (Barnes, 2006;Buck et al.;Dorrington & Ramirez-Smith, 1999;Harper & de Jong;Taylor & Sobel), and teachers are taught to understand diversity merely in terms of celebrations and the appreciation of differenc...

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“…Pre-service education needs to cover all bases as a result. Practical language teaching strategies, language awareness and curriculum content need to be addressed (Premier & Miller, 2010) but not to the exclusion of teacher attitudes, cross-cultural understanding (Giambo & Szecsi, 2005;Youngs & Youngs, 2001), reflection on Self/ Other, meta-cultural awareness and teacher empathy (McAlinden, 2012;Youngs & Youngs, 2001). Above all, mainstream teacher confidence can be enhanced by improved language awareness.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%