ERIC Number: EJ1053484
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Methods and Beyond: Learning to Teach Latino Bilingual Learners in Mainstream Secondary[superscript3] Classes
Schall-Leckrone, Laura; Pavlak, Christina
Association of Mexican American Educators Journal, v8 n2 p31-44 2014
This article reports empirical evidence about the influence of a pre-service methods course on preparing aspiring and practicing content teachers to work with adolescent bilingual learners in secondary schools. Qualitative methods were used to analyze the extent to which participants developed abilities to plan instruction and to think complexly about instruction for bilingual learners in mainstream classes. Data sources included surveys, observations, interviews, and student work including an electronic blog. Findings suggest that although participants felt more prepared to teach bilingual learners, their skill in planning instruction for bilingual learners and ability to think complexly about such instruction varied. Secondary content teachers also recognized roles as language teachers and advocates for immigrant and bilingual adolescents. Further research is recommended to follow participants into the classroom, provide site-based coaching, observe continued teacher development, and assess pupil learning.
Descriptors: Teaching Methods, Secondary School Students, Teacher Role, Language Teachers, Preservice Teacher Education, Methods Courses, Immigrants, Bilingualism, Qualitative Research, Hispanic American Students, Surveys, Observation, Interviews, Teacher Attitudes, Electronic Publishing, Lesson Plans, Mainstreaming
Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: firstname.lastname@example.org; Web site: http://www.amae.org.
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A