Developing Translanguaging Stances in ESOL-Focused Teacher Education Courses: Teacher Candidates' Beliefs about and Knowledge of Bilingualism and Bilingual Education

Autor/in	Pontier, Ryan W.
Titel	Developing Translanguaging Stances in ESOL-Focused Teacher Education Courses: Teacher Candidates' Beliefs about and Knowledge of Bilingualism and Bilingual Education
Quelle	In: TESL-EJ, 25 (2022) 4, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Code Switching (Language); Bilingualism; Second Language Learning; Second Language Instruction; English (Second Language); Linguistic Theory; Language Attitudes; Monolingualism; Language Usage; Teacher Education Programs; Language Teachers; Preservice Teachers; Student Attitudes; Bilingual Education; Native Language; Pedagogical Content Knowledge; Student Characteristics + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistische Theorie; Sprachverhalten; Sprachgebrauch; Language teacher; Sprachunterricht; Schülerverhalten; Bilingual teaching; Bilingualer Unterricht; Pädagogische Kompetenz
Abstract	The population of emergent bilingual students in the United States is growing rapidly, requiring that teachers be prepared to provide them an effective education. Inadequate preparation of teachers to work with these students indicates the need to revise the ways that teacher education programs address this issue (Palmer & Martínez, 2013), including investigation of teacher candidates' (TCs) beliefs and experiences. Drawing on translanguaging theory, this qualitative study used written responses to two key questions at two time points to investigate TCs' beliefs about and knowledge of bilingualism and bilingual education. Even after experiencing a semester in a teacher education course focused on dynamic bilingualism, findings highlight TCs' general maintenance of monolingual beliefs about bilingualism and bilingual education with some expansion into a dynamic, strengths-based perspective. Implications for future research and practice are discussed. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01