Experiencing the needs and challenges of ELLs: Improving knowledge and efficacy of pre-service teachers through the use of a language immersion simulation

Wright‐Maley, Cory; Green, Jennifer D.

doi:10.1080/2331186x.2015.1030176

Cited by 11 publications

(8 citation statements)

References 30 publications

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“…Similar to the findings of Flowerdew () and Wright‐Maley and Green (), in which monolinguals valued SLLEs for teacher education purposes, bilinguals also responded well to the SLLE component. Although participants were initially concerned and uncertain about the goals of the project, they grew to enjoy it, especially Duolingo and fun in‐class activities (e.g., Go Fish), and to value its contribution to their learning.…”

Section: Discussionsupporting

confidence: 82%

“…Researchers have long noted the importance of language learning experiences as part of teacher cognition (Borg, ; Ellis, ). Theorists have suggested potential benefits of SLLEs as part of teacher education (Flowerdew, ; Weed, ; Wright‐Maley & Green, ), but the emphasis has been primarily on monolinguals. This mixed‐methods research study found that such experiences are also valuable for bilinguals.…”

Section: Discussionmentioning

confidence: 99%

“…SLLEs provide an opportunity for prospective teachers to learn a language while incorporating reflection critical for changing perceptions of language education (Flowerdew, ; Stewart, ; Weed, ). Researchers have shown that students value SLLEs (Flowerdew, ; Wright‐Maley & Green, ). SLLEs are useful for provoking emotional reactions, such as shock and frustration, toward the language learning process (Washburn, ; Wright‐Maley & Green, ), for testing out theories about language learning (Birch, 1992 [as cited in Ellis, ]; Flowerdew, ), and for connecting received content information with experiential knowledge (Flowerdew, ).…”

Section: Relevant Literature and Theoretical Frameworkmentioning

confidence: 99%

“…Researchers have shown that students value SLLEs (Flowerdew, ; Wright‐Maley & Green, ). SLLEs are useful for provoking emotional reactions, such as shock and frustration, toward the language learning process (Washburn, ; Wright‐Maley & Green, ), for testing out theories about language learning (Birch, 1992 [as cited in Ellis, ]; Flowerdew, ), and for connecting received content information with experiential knowledge (Flowerdew, ). Wright‐Maley and Green () proposed that SLLEs may also be useful for changing beliefs and misconceptions about language learning, although they were unable to document substantial changes in their study.…”

Section: Relevant Literature and Theoretical Frameworkmentioning

confidence: 99%

“…Much of the work on integrating SLLEs into the classroom, however, has focused on monolingual teachers (Ellis, ; Weed, ; Wright‐Maley & Green, ). Ellis () found that bilingual teachers had insights into language learning that monolinguals did not, including utilization of knowledge of languages at multiple levels to better describe how English functions to create meaning, and were better able to anticipate student challenges.…”

Section: Relevant Literature and Theoretical Frameworkmentioning

confidence: 99%

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Exploring the effectiveness of structured language learning experiences for bilinguals in a language acquisition course

McCrocklin¹

2019

TESOL Journal

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Research has shown that preservice teachers' beliefs are engrained and difficult to change through teacher education programs. Yet work to examine and improve teacher education shows programs can affect beliefs. Many programs use teaching practicums, but this research study examines a different experiential approach, structured language learning experiences (SLLEs), and its potential for enhancing teacher education. Whereas many SLLE studies have focused on monolinguals, this study examines bilinguals along the U.S.-Mexico border. Participants' (N = 70) changes in beliefs about language learning were examined through an SLLE using French embedded in a university course in language acquisition using pre-and post-SLLE questionnaires and focus groups. The results show that participants' beliefs changed during the course, including heightened recognition of the role of anxiety, self-esteem, and introversion/extroversion, while decreasing the emphasis put on intelligence in language learning. Further, the participants showed greater recognition of the relative difficulty of language learning, a belief found resistant to change in previous research. Finally, participants reported that they enjoyed the SLLE experience, it helped make connections with course readings, and it increased their empathy for second language learners. Given the results, SLLEs are recommended as a potential experiential project for inclusion in teacher education programs serving bilinguals.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Relevant Literature and Theoretical Frameworkmentioning

confidence: 99%

Section: Relevant Literature and Theoretical Frameworkmentioning

confidence: 99%

Section: Relevant Literature and Theoretical Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the effectiveness of structured language learning experiences for bilinguals in a language acquisition course

McCrocklin¹

2019

TESOL Journal

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“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers

Choi¹,

Park

Chan

2022

TESOL Journal

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In English-dominant countries, it is crucial to prepare teachers for culturally and linguistically responsive and equity-oriented teaching for multilingual language learners (MLLs), particularly with the growing linguistic diversity in K-12 classrooms. In the U.S. context, preservice teachers (PSTs), especially those who are English monolingual, often find it challenging to use linguistically responsive instructional strategies when teaching MLLs with a beginning-level English proficiency. In this article, we describe a simulation activity that we used in a U.S. university for PSTs to build empathy and experience the need for asset-based linguistically responsive teaching of MLLs. | A SHELTERED -TRANSLANGUAGING SIMULATIONSheltered instruction is content-based instruction making grade-level content in English comprehensible to English learners (Peregoy & Boyle, 2017), whereas translanguaging pedagogy refers to beliefs and instructional practices that leverage fluid language use of MLLs (García, Johnson, & Seltzer, 2017). Although both instructional approaches are widely discussed in U.S. TESOL teacher education, their tenets are different. The former endorses English-medium instruction focusing mainly on English language development; the latter advocates bilingual instruction centering on bilingualism and social justice. However, considering their respective pragmatic and pedagogical values, teacher educators and practitioners have been seeking ways to blendThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Bitter Challenge; Swede Success: Simulating Language Learning Experiences in Social Studies Classrooms

Wright‐Maley

Green

2017

Teaching History and Social Studies to English Language Learners

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Experiencing the needs and challenges of ELLs: Improving knowledge and efficacy of pre-service teachers through the use of a language immersion simulation

Cited by 11 publications

References 30 publications

Exploring the effectiveness of structured language learning experiences for bilinguals in a language acquisition course

Exploring the effectiveness of structured language learning experiences for bilinguals in a language acquisition course

“You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers

Bitter Challenge; Swede Success: Simulating Language Learning Experiences in Social Studies Classrooms

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