Equity and Enrichment in the TESOL Practicum

Autor/inn/en	Brown, Amanda; Ruiz, Heather
Titel	Equity and Enrichment in the TESOL Practicum
Quelle	In: ELT Journal, 71 (2017) 3, S.284-294 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccw092
Schlagwörter	Equal Education; Enrichment; English Teachers; Second Language Instruction; Preservice Teacher Education; Practicums; Models; Program Implementation; Multilingualism; Multicultural Education; Data Collection; Surveys; Journal Writing; Interviews; Instructional Effectiveness; Outcomes of Education; Qualitative Research + Suchen Sie Ihr Suchwort? Bereicherung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Analogiemodell; Mehrsprachigkeit; Multilingualismus; Multikulturelle Erziehung; Data capture; Datensammlung; Survey; Umfrage; Befragung; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Unterrichtserfolg; Lernleistung; Schulerfolg; Qualitative Forschung
Abstract	Explicit and implicit discrimination against so-called non-native English-speaking teachers of English (NNESTs) continues to exist in professional TESOL contexts; however, inequities may emerge earlier, for example in TESOL preparation programme practicums, where the participation of NNESTs may be hindered, restricted, or even excluded. This article discusses a model for implementing a multilingual and multicultural, team-based practicum in contexts where trainee teachers are native and non-native speakers of the target language. Qualitative data obtained from surveys, journals, and informal interviews reveal that the practicum model, which draws on complementary strengths in knowledge and experience of language and language learning, has the potential to offer a rich, engaging, and equitable educational experience for all: trainee teachers, administrators, and classroom learners alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01