Research on Preparing Preservice Mainstream Teachers for Linguistically Diverse Classrooms

Autor/inn/en	Mills, Tammy; Villegas, Ana Maria; Cochran-Smith, Marilyn
Titel	Research on Preparing Preservice Mainstream Teachers for Linguistically Diverse Classrooms
Quelle	In: Teacher Education Quarterly, 47 (2020) 4, S.33-55 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Student Diversity; English Language Learners; Teacher Competencies; Teacher Education Programs; Equal Education; Teacher Attitudes; Teaching Methods; Power Structure; Social Bias; Elementary Secondary Education; Minority Group Students; Educational History; Bilingual Education; Educational Legislation; Second Language Learning; State Legislation; Federal Legislation; English (Second Language); Cultural Awareness; Study Abroad; Educational Research; Social Influences + Suchen Sie Ihr Suchwort? Lehrkunst; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Bilingual teaching; Bilingualer Unterricht; Bildungsrecht; Schulgesetz; Zweitsprachenerwerb; Landesrecht; Bundesrecht; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Bildungsforschung; Pädagogische Forschung; Sozialer Einfluss
Abstract	Despite an increasing number of English-language learners (ELLs) in U.S. schools and a trend toward placing them in mainstream classrooms, relatively little attention has been paid to synthesizing and appraising the extant research on how future mainstream teachers are prepared to teach this student population. To shed light on this topic, the article analyzes the limited but expanding body of research on the preprofessional preparation of mainstream teachers for linguistically diverse classrooms. The authors found that between 2000 and 2018, teacher educators experimented with a variety of pedagogical strategies, most of which situated learning to teach ELLs in diverse classrooms, schools, and communities--both in the United States and elsewhere. The authors conclude that despite having equity goals and including a variety of pedagogically rich ideas for preparing future mainstream teachers to teach ELLs, the vast majority of the studies leave unquestioned the power dynamics that sustain existing educational and social inequalities, thereby perpetuating the status quo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01