A Space for Culturally and Linguistically Diverse Learners?: Using S-STEP to Examine World Language Teacher Education

Autor/inn/en	Dobbs, Christina L.; Leider, Christine Montecillo; Tigert, Johanna
Titel	A Space for Culturally and Linguistically Diverse Learners?: Using S-STEP to Examine World Language Teacher Education
Quelle	In: International Multilingual Research Journal, 16 (2022) 3, S.237-245 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leider, Christine Montecillo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2022.2082781
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; Teacher Education Programs; Cultural Differences; Access to Education; Multilingualism; English (Second Language); Teaching Methods; Immersion Programs; English Language Learners; Teacher Attitudes; Preservice Teachers; Student Characteristics; Knowledge Base for Teaching; Research Methodology; Massachusetts + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Kultureller Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Research method; Forschungsmethode; Master-Studiengang
Abstract	When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack their work with preparing WL teacher candidates to work with CLDLs. This self-study of teacher education practice examines the sensemaking of 20 world language teachers in a course designed to teach them sheltered English immersion approaches to supporting CLDLs. Findings reveal that teachers had very little notion that CLDLs might take additional languages and little support was available to model excellent practice for them. Questions about whether WL courses can provide genuine spaces for multilingual development and implications for preparing WL teachers to support cultural and linguistic diversity are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01