Plotlines in preservice teachers' relationships with second language learners

• Stefinee Pinnegar ^[1] ; Celina Lay ^[1] ; Linda Turner ^[1] ; Jenna Granados ^[1] ; Sarah Witt ^[1]
  1. [1] Brigham Young University

     Brigham Young University

     Estados Unidos

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 485-493
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Because of refugee and immigration movement around the world, most countries face the challenge of teaching the children of these populations to become literate and academically successful in a second language. Yet, most teacher education schools do not provide extensive second language development education. Just as importantly, Goldenberg (2008) in the US context argues that even when teachers are educated about best practices for teaching a second language they are in most situations not willing to enact those practices. This study examined case studies of ELs created by preservice teachers during student teaching to explore how these preservice teachers positioned themselves in relationship to second language learners. The researchers used positioning theory to examine the case studies constructed by 60 preservice teachers in their capstone experience. The cases selected were of 3rd to 5th grade students in schools that had at least a 10% English Learner (EL) population. We identified three plotlines from the cases. Common across the plotlines was the positioning of ELs as positive, pleasant and progressing based on the preservice teachers work with them. There are implications for both teacher education and research.