Becoming Linguistically Responsive Teachers: Generative Learning One Year after Participating in Study Abroad and Community-Based Service Learning Project

Autor/inn/en	Assaf, Lori Czop; Lussier, Kristie O'Donnell; Lopez, Minda
Titel	Becoming Linguistically Responsive Teachers: Generative Learning One Year after Participating in Study Abroad and Community-Based Service Learning Project
Quelle	In: Teacher Education Quarterly, 47 (2020) 2, S.108-133 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Study Abroad; Teaching Methods; Service Learning; Preservice Teachers; English (Second Language); Second Language Learning; Cultural Differences; Student Attitudes; Learning Experience; Professional Identity; Equal Education; Educational Resources; Poverty; Access to Education; Educational Quality; Assignments; Program Descriptions; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Service-Learning; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Schülerverhalten; Lernerfahrung; Bildungsmittel; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Assignment; Auftrag; Zuweisung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this qualitative study was to uncover preservice teachers' generative learning and explore whether and how they built on and/or extended linguistically responsive teaching 1 year after participating in a study abroad program and community-based international service learning project. We relied on narrative reflections, interviews, and field notes to make the preservice teachers' thinking more visible and to reveal their generative learning and implementation of linguistically responsive teaching. Findings illustrate that the preservice teachers learned a variety of knowledge and skills specifically related to linguistically responsive teaching and explained how their understanding and use of these strategies grew more intentional after returning to their local situations. They initially felt tension that eventually led to a deeper, sustained understanding of the complexities of language learning and cultural differences. As the participants consistently reflected on their identities as future teachers, only two participants articulated a consideration of the ideological and sociopolitical dimensions of language learning, such as inequities in resources, access to quality education, and issues around poverty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01