Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom

Autor/inn/en	Islam, Chhanda; Park, Mi-Hwa
Titel	Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom
Quelle	In: Multicultural Education, 23 (2015) 1, S.38-44 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Culturally Relevant Education; Preservice Teachers; Preservice Teacher Education; English Language Learners; Graduate Students; Knowledge Base for Teaching; Methods Courses; Reading Comprehension; Teacher Competencies; Group Discussion; Achievement Gains; Teaching Methods + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching theory; Theory of teaching; Unterrichtstheorie; Methodisch-didaktische Anleitung; Leseverstehen; Lehrkunst; Gruppendiskussion; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Graduate students who know strategies for second language acquisition are more prepared to advocate for appropriate instructional accommodations to facilitate engagement of English language learners (ELLs; Daniel, 2008). Obstacles to comprehension for ELLs are decreased when teachers use purposeful tasks that use language productively and meaningfully and identify cultural links to texts. Many graduate students who are certified teachers have voiced concern that they are not well prepared to make appropriate instructional accommodations for ELLs (McIntyre, Kyle, Chen, Munoz, & Beldon, 2010). Thus, it is important for teacher preparation programs to offer opportunities for future teachers to identify how to best plan and deliver instruction to ELLs and prepare them to differentiate instruction in ways that allow ELLs to achieve the literacy needed to succeed in school. Despite the growing body of research-based strategies for use in classrooms, there is little research on how teachers implement literacy instruction for ELL students. In fact, many teachers struggle to implement instructional approaches that have been proven to address the needs of ELL students. Therefore, the purpose of this study was to explore how a graduate reading methods course provides teacher candidates opportunities for reflection and prepares them to differentiate instruction in ways that allow ELL students to achieve the literacy comprehension that is necessary to succeed in school. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01