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ERIC Number: EJ811452
Record Type: Journal
Publication Date: 2008-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1090-1027
Connecting Writing and Speaking with Linguistically Diverse Teacher Education Students
Kennedy, Eileen
Journal of Early Childhood Teacher Education, v29 n2 p157-171 Apr 2008
The increasing diversity of students and the pedagogical issues that such differences bring to the classroom is a challenge for early childhood teacher education programs today. In the early childhood education classroom, culturally and linguistically diverse teachers are sought after, yet these same diverse teacher candidates find it difficult to negotiate academic writing in English. This qualitative study of the writing processes of 26 linguistically diverse teacher candidates in an early childhood program of a public community college in spring 2007 attempts to provide strategies and elicit information to facilitate academic writing in this population. Two discussion methodologies, Symposium and Freewrite/Case Story, were used as a prelude to the academic essay in two education classes, with positive results. One class served as a control without the intervention. Data sources included essays, surveys, interviews, and observations. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001