Integrating Language Diversity into Teacher Education Curricula in a Rural Context: Candidates' Developmental Perspectives and Understandings

Autor/inn/en	Cho, Jeasik; Rios, Francisco; Trent, Allen; Mayfield, Kerrita K.
Titel	Integrating Language Diversity into Teacher Education Curricula in a Rural Context: Candidates' Developmental Perspectives and Understandings
Quelle	In: Teacher Education Quarterly, 39 (2012) 2, S.63-85 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education; Curriculum Development; Rural Areas; Second Language Learning; Language Acquisition; Likert Scales; Surveys; Teacher Education Curriculum; Higher Education; School Districts; English Language Learners; Schools of Education; Cultural Differences; Race; Ethnicity; Ideology; Language Variation; Linguistics; Bilingual Education; English (Second Language); Preservice Teachers; Wyoming + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rural area; Ländlicher Raum; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Likert-Skala; Survey; Umfrage; Befragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; School district; Schulbezirk; Erziehungswissenschaftliche Fakultät; Kultureller Unterschied; Rasse; Abstammung; Ethnizität; Ideologie; Sprachenvielfalt; Linguistik; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study took place at the University of Wyoming, located in the rural mountain West. The University of Wyoming, with approximately 13,000 students, is the only four-year university in the state. The teacher education population of the College of Education is about 600, and demographically, this population is about 90% White, predominately female, and from rural communities across the state and other states that border Wyoming. Likewise, most school districts in the state of Wyoming are less diverse (ethnically, racially, and linguistically) than the national averages. Given this context, the College of Education has tried to address issues of diversity at the program level over the last decade or so. This article provides an account of a curriculum development, integration, and implementation initiative in the educational studies department (EDST). The content to be integrated in the program focused on language acquisition, a critical need given the urgency for teachers to support and honor rapidly growing populations of English language learners (ELLs) in the state, region, and nation. Given the need to develop and implement curricula and pedagogy that support learning for all children, including those who speak languages other than English, the authors felt morally and professionally compelled to begin to consider the ways they might prepare their students, teacher education candidates, for the language diversity they are sure to experience in their careers. This challenge is especially unique in their context, a rural state with a rapidly increasing ELL student population and an unfortunately small number of teachers with ELL credentials and/or experience working with second language learners. It is the authors' hope that in creating and sharing this account, they are able to advance understandings about the role teacher education can play in preparing the next generation of teachers for the linguistic diversity in their PreK-12 schools. (Contains 2 notes and 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10