Preservice Teachers' Lesson Plan Adaptation for Emergent Bilinguals

Autor/inn/en	I, Ji Yeong; Son, Ji-Won
Titel	Preservice Teachers' Lesson Plan Adaptation for Emergent Bilinguals
Quelle	In: New Educator, 16 (2020) 3, S.247-264 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (I, Ji Yeong) ORCID (Son, Ji-Won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2019.1687795
Schlagwörter	Bilingualism; Preservice Teachers; Teacher Education Programs; Mathematics Instruction; Lesson Plans; Secondary School Teachers; Teacher Effectiveness; Mathematics Teachers; Cultural Background; Academic Language; Teaching Methods; Comparative Analysis; Intervention; English Language Learners + Suchen Sie Ihr Suchwort? Bilingualismus; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, we investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs' funds of knowledge and academic language support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01