scholarly journals Preservice teachers’ mathematics task modification for emergent bilinguals

2019 ◽  
Vol 119 (3) ◽  
pp. 127-141
Author(s):  
Ji-Yeong I
Keyword(s):  
Preservice Teachers ◽  
Emergent Bilinguals ◽  
Task Modification

scholarly journals Culturally Sustaining Pedagogy Through Arts-Based Learning: Preservice Teachers Engage Emergent Bilinguals

2019 ◽  
Vol 12 (1) ◽  
pp. 205-221 ◽  
Author(s):  
Nancy Pauly ◽  
Karla V. Kingsley ◽  
Asha Baker
Keyword(s):  
Preservice Teachers ◽  
Culturally Diverse ◽  
Ways Of Knowing ◽  
Bilingual Students ◽  
Emergent Bilinguals ◽  
Culturally Sustaining Pedagogy ◽  
Vulnerable Communities ◽  
Emergent Bilingual ◽  
The Arts ◽  
Emergent Bilingual Students

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children’s literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers’ reflections on their pedagogy and their students’ engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

scholarly journals Preparing to teach emergent bilinguals

2020 ◽  
Vol 1 (2) ◽  
pp. 290-312
Author(s):  
Jamie L. Schissel ◽  
Martha Reyes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Action Research ◽  
Conceptual Framework ◽  
Bilingual Education ◽  
Language Ideologies ◽  
Pedagogical Practices ◽  
Emergent Bilinguals ◽  
Qualitative Analyses

Our ethnographic action research case study addresses the unique concerns that arise when expanding bilingual education methods within teacher education for non-ESL preservice teachers concerning ideological and practice-based shifts in pedagogy. The conceptual framework connects language ideologies and pedagogical practices. The qualitative analyses of three key assignments document preservice teachers’ ideological leanings as tending toward heteroglossia, tending toward monoglossia, or ideologies in flux. Our findings illustrate the attempts by preservice teachers to engage in practices along continua of heteroglossic and monoglossic language ideologies and the importance of defining concrete practices that value bilingual community knowledge.

Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals

2018 ◽  
Vol 7 (1) ◽  
pp. 8-33 ◽  
Author(s):  
Ji-Yeong I ◽  
Jasmine Stanford
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Word Problem ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Emergent Bilinguals ◽  
Mathematical Problems ◽  
Intervention Session

Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

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