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ERIC Number: EJ986815
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1536-3031
Mandated to Learn, Guided to Reflect: Pre-Service Teachers' Evolving Understanding of English Language Learners
Markos, Amy Michele
Issues in Teacher Education, v21 n1 p39-57 Spr 2012
In this article, the author describes pre-service teachers' understandings of English language learners (ELLs) and the ways that their understandings evolved through participation in a Structured English Immersion (SEI) course. To provide the context of this study, the author begins with a brief review of recent policies in Arizona that affect the education of ELLs and the preparation of teachers who will serve them. She then reviews two areas of literature: (a) what teachers need as a means to be prepared to work with ELLs and (b) the use of reflection in teacher preparation. She follows the literature review with a brief discussion of the current tensions created by the mismatch between the literature and the Arizona mandates. In an attempt to balance these tensions, she explains how she designed her SEI course, describing her research approach and findings. In the final section of the article, she presents the implications of her findings for teacher educators, teacher preparation programs, and policy. (Contains 2 tables.)
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona