Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals

Description

Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals Copyright page Contents List of Contributors Introduction References Section I: Developing Teachers’ 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 – 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 Teachers’ 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 Ada’s Four Phases of Creative Dialogue Findings The Projects Transformed Practice Teachers Learned about Students’ Ability to Interpret Texts Implications Limitations Conclusion References Teachers’ 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 Bilinguals’ 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 Didn’t 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 “We Only Teach in English”: 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: “What Can I Learn from This” Reflection Is When We Ask Ourselves: “What WAS my Role in All of This?” Conclusion Acknowledgments References About the Editors About the Authors