Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Copyright page
Contents
List of Contributors
Introduction
References
Section I: Developing Teachersโ Understandings of Effective Practices for Emergent Bilinguals
Joining the Team: A Study of Unintentional Professional Development
Introduction
Situated Context
Professional Development
Purpose
Significance
Methodology
We Become a Team
Methods
Research Question
Curriculum Planning โ Situated Planning
Participants
Data Collection
Data Analysis
Findings
Expanding Academic Language Conception/Situated Meaning
Hybrid Language
Development of 5 R Instructional Model
Expanding the Team
Methods
Research Questions
Participants
Data Collection
Data Analysis
Findings
Professional Development as Side-by-Side Teaching and Learning
Curriculum Integration
Change in Classroom Practice
Word Walls
Trade Books
Writing
Discussion of Both Studies
Our Growth
Situated Meaning
Hybrid Language
5 R Instructional Model
Teachersโ Growth
Professional Development as Side-by-side Teaching and Learning
Curriculum Integration
Changes in Classroom Practice
Word Walls
Trade Books
Writing
Limitations with Recommendations
Acknowledgments
References
The Power of Culturally Relevant Texts: What Teachers Learn about Their Emergent Bilingual Students
Purpose
Significance
Literature Review
Reading Engagement and Culturally Relevant Texts
Connecting ELLs to Culturally Relevant Texts
Guidelines for Text Selection
What Makes a Text Culturally Relevant?
The Study
Setting and Participants
Data Generation
Data Analysis
Findings
Students Made Connections and Were More Engaged with Culturally Relevant Texts
The Rubric Was Helpful for Understanding Cultural Relevance and Selecting These Texts
Few Culturally Relevant Books Available
Getting to Know Students
Practical Implications and Recommendations
Limitations
Conclusion
References
Promoting Exploratory Talk with Emergent Bilinguals
Background
Purpose and Significance
Approach
Research Methodology
Exploratory Talk
Exploratory Talk Project
Reading the Illustrations
Taking Literature through Adaโs Four Phases of Creative Dialogue
Findings
The Projects Transformed Practice
Teachers Learned about Studentsโ Ability to Interpret Texts
Implications
Limitations
Conclusion
References
Teachersโ Understanding of Practice: Planning and Implementing Preview/View/Review in the Dual Language Classroom
Purpose and Significance
Preview/View/Review as a Pedagogical Structure
Participants and Setting
Literature Review
Constructivist Lens
Translanguaging Lens
Methodology
Data Collection
Data Analysis
Findings
Planning as Key for Lesson Delivery
Purpose for Planning P/V/R
A Constructivist Approach to Planning for P/V/R
Challenges of Planning
Time
Lack of Resources in Spanish
Implementing P/V/R as a Tool for Learning Language and Content
Language Development and Language Transfer
Vocabulary Acquisition in the Content Areas
Cognates
Literacy Tasks
Content Learning through Scaffolded Instruction
Student Engagement with Learning through P/V/R
Summary of Findings for Each Research Question
Summary of Findings for Research Question 1
Summary of Findings for Research Question 2
Practical Implications and Recommendations
Implications
Recommendations
Limitations
References
Mainstream Teachers in Two-Way Immersion Programs: Becoming Content and Language Teachers
Introduction
Purpose
Research Questions
Significance
Two-Way Immersion Program Context
Setting and Participants
Literature Review
Content and Language Teaching
Supporting Content and Language Teaching
Linguistic Challenges in Teaching Language and Content
Language Objectives
Methodology
Data Sources
Data Analysis
Findings
What Is Academic Language?
Language Development through Language Objectives
Incorporating Language Objectives
Discussion
Practical Implications and Recommendations for Teacher Educators
Limitations
References
Freedom within Structure: Practices for Teacher Sustainability, Efficacy, and Emergent Bilingual Student Success
Introduction
Purpose
Significance
Setting and Participants
Literature Review
Cultural Context
Approaches and Strategies for Emergent Bilingualsโ Success
The Goal Spiral
Methodology
Data Collection
Data Analysis
Findings
Pedagogy That Engages Students
Joy in Teaching
Practical Implications and Recommendations for Teacher Educators
Limitations of the Study
Conclusions
How Did This Self-Study Inform Me as a Teacher Educator?
References
Appendix
Questionnaire
An Art of Being in between: The Promise of Hybrid Language Practices
Introduction: Encountering Hybrid Language Practices
Purpose and Significance
Setting, Participants, and Data Collection
Literature Review
Methodology and Limitations of the Study
Analysis and Findings: What Are Hybrid Language Practices Good for?
Practical Implications and Recommendations: Cultivating Linguistic Community
Conclusion
References
Appendix: Transcription Conventions
Section II: Analysis and Critique of University and Public School Policy and Practice for Teaching Emergent Bilinguals
Reshaping the Mainstream Education Climate through Bilingual-Bicultural Education
Introduction
Purpose
The Current Education Climate: A Literature Review
Changing Face of P-12 Classrooms
Gaps in Teacher Preparation
The Study
Method
Data Collection, Participants, and Analysis
Setting
The Bilingual-Bicultural Education Program
Findings
Practical Implications and Recommendations
Limitations
Conclusion
References
Why Didnโt Anyone Tell Me This Before?
Introduction
Purpose
Significance
Site-Based Certification Program
Literature Review
Professional Learning Communities (PLCs)
Reflective Practices
Action Research
Methodology
Theoretical Framework
Research Design
Study Instruments
Data Collection
Data Analysis Procedure
Findings
Survey
Focus Group Interviews
Individual Interviews
Findings Corresponding to the Research Questions
Summary of Findings
Transforming Instructional Practices
Transforming Perspectives about Other Languages and Cultures
Transforming Confidence in Their Own Abilities
Practical Implications and Recommendations for Teacher Educators
Limitations of the Study
Conclusion
Acknowledgment
References
Empowering Language and Learning with Muslim Immigrant Youth
Introduction
Questions
Significance
Setting and Participants
Literature Review
Power and Immigrant Students
Bilingual Education and Bilingual Programs
Translanguaging
Methodology
Data Collection
Data Analysis
Limitations of the Study
Findings
Take It Upon Ourselves
Photography and Language
Online Resources
Multiple Racisms
Language and Power
Art as a Tool for Language
Social Maps
Practical Implications and Recommendations
From Multiple Racisms to Culturally Reflective and Respectful Teaching
From Arts-Based Research to Pedagogical Implications
From Taking It upon Ourselves to Encouraging Translanguaging
References
โWe Only Teach in Englishโ: An Examination of Bilingual-In-Name-Only Classrooms
Introduction
Purpose and Questions
Significance
Literature Review
Setting and Participants
Methodology
Data Analysis
Findings
Monolingual Instructional Methods
Monolingual Standardized Tests
Monolingual Students in Bilingual Classrooms
Monolingual Teachers
Lack of Spanish Materials
Lack of Professional Development in Bilingual Teaching
English-Only Attitude
Negative Views of Emergent Bilinguals
Negative Views of Spanish
Complications of Dual-language Bilingual
Practical Implications and Recommendations
Responding to Bilingual-in-Name-Only
Future Research and Study Limitations
Acknowledgments
References
Afterword: The Big Ideas: Putting the Pieces Together
What Is Reflection?
Reflection Is How We Think and Learn More Deeply, which Makes Us Smarter
Reflection Is Focused Deep Thinking on a Specific Experience
Reflection Is When We Ask Ourselves: โWhat Can I Learn from Thisโ
Reflection Is When We Ask Ourselves: โWhat WAS my Role in All of This?โ
Conclusion
Acknowledgments
References
About the Editors
About the Authors