Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

Solano-Campos, Ana; Hopkins, Megan; Quaynor, Laura

doi:10.1177/0022487118808785

Cited by 30 publications

(14 citation statements)

References 90 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on their comprehensive review of studies between 2000 and 2016 on mainstream preservice teacher preparation for ELLs, Villegas et al (2018) noted a striking finding that “virtually all of the studies focused strictly on what transpired within a single course in a single semester, little to nothing is known about the persistence of learning gains made in those courses over time” (p. 152). This finding was also corroborated in another review of studies on how teacher educators prepare preservice teachers to teach multilingual learners (see Solano-Campos et al, 2020). In the absence of a comprehensive view of mainstream preservice teachers’ experiences of learning to teach ELLs across their teacher education programs, it is likely that the same fragmented efforts and surface-level teacher education reform will continue to enact a pan-diversity approach to teacher learning that reproduces color-blind, culturally incompetent, and linguistically unskilled preservice teachers (Andrews et al, 2019).…”

supporting

confidence: 65%

Pan-Diversity Integration as an Equity Trap: Lessons From Preservice Teachers’ Preparation for Teaching English Language Learners in a Predominantly White Institution in the United States

Jee

2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background: Nationally, there is an overwhelming body of research that has revealed a systemwide underpreparedness of both pre- and in-service teachers who are predominantly White and monolingual for teaching English language learners (ELLs) throughout the United States. Despite various responses to address preservice teachers’ underpreparedness to teach ELLs, there has been a lack of transformative change in White mainstream preservice teachers’ preparation to teach ELLs, due to teacher education programs’ indiscriminate, pan-diversity approach to diversity as inclusive of all forms of difference, without explicitly attending to any form of difference such as those confronted by ELLs. This pan-diversity approach endorses generic fairness as sameness practices that may lead to equity traps that shape preservice teachers’ patterns of thinking and behavior that hinder the possibilities for creating equitable schools for children of color, including ELLs. Purpose: The widespread underpreparedness of teachers for ELLs suggests an urgent need to reexamine how teacher education programs are providing opportunities for learning about ELL-related knowledge and practice. The goal of this study is to understand 433 preservice teachers’ experiences of learning to teach ELLs in a predominantly White teacher education program under a pan-diversity framework. Research Design: A mixed-methods design that includes surveys and interviews was used to address two central research questions: What are preservice teachers’ perceptions of learning to teach ELLs in a predominantly White teacher education program that utilizes a pan-diversity framework? How do their opportunities to learn ELL-related content differ across subprogram groups? Quantitative and qualitative data analysis methods were used to analyze the data generated from the survey and interviews. Findings: Triangulation of our quantitative and qualitative data revealed systemic neglect of ELLs in both coursework and field practice in the teacher education curriculum, resulting in underpreparedness among the preservice teachers across the subprograms. The results indicate that the current pan-diversity integration approach has served as an “equity trap” that will preclude the preservice teachers from becoming successful with their future ELLs. Conclusion: This study demonstrates the critical need to eliminate the pan-diversity equity trap to systemically incorporate ELL issues within teacher education to not only transform preservice teachers’ deficit thinking about ELLs but also fill their knowledge and skill gaps for working with ELLs. The study has significant implications for teacher education programs to transform ELLs’ status from invisibility to rightful prominence in the program.

show abstract

supporting

confidence: 65%

Pan-Diversity Integration as an Equity Trap: Lessons From Preservice Teachers’ Preparation for Teaching English Language Learners in a Predominantly White Institution in the United States

Jee

2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…Similar trends are reflected in research specific to emergent bilingual teacher education, with numerous studies on teachers (see reviews by Solano-Campos et al, 2020;Viesca et al, 2019) but scant research on teacher educators themselves. According to Faltis and Valdés (2016), "We have no information at present on what teacher educators in all their roles understand about language and language diversity .…”

Section: Emergent Bilingual Teacher Educationmentioning

confidence: 62%

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Chang‐Bacon

2021

Journal of Teacher Education

View full text Add to dashboard Cite

The racial and linguistic diversity of U.S. classrooms has drawn attention to the intersecting dynamics of race, racism, and language learning in teacher education. While most studies in this vein focus on teachers, almost no research has focused on teacher educators themselves. Therefore, this study draws on interviews with teacher educators to document how they addressed—or more often, evaded—the topics of race and racism. Participants ( n = 33) were instructors for state-mandated courses on teaching emergent bilinguals for general educators across the state of Massachusetts. Through the lens of poststructural discourse analysis, the findings of this study demonstrate that race-evasiveness is not a byproduct of passive omission, but instead involves active, discursive effort. These findings underscore the importance of individual and collective efforts to disrupt race-evasiveness, but also illustrate the limits of surface-level race-intentionality for advancing antiracism in teacher education.

show abstract

“…Teachers in all licensure areas should complete programs with confidence in their ability to support the holistic development of all children, including EBLs from diverse cultural and linguistic backgrounds. To accomplish this, teacher educators should analyze programs to determine whether and how candidates learn about EBLs and SEL, as well as develop repertoires of practice to discern and support EBLs’ well-being in classrooms (Solano-Campos et al, 2020). Candidates’ coursework should include explicitly defined opportunities to read, discuss, and explore social-emotional components of learning, both broadly for all students and specific to EBLs.…”

Section: Discussionmentioning

confidence: 99%

Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners

Heineke

Vera

2021

Journal of Teacher Education

View full text Add to dashboard Cite

In recent years, institutions have responded to changing school populations by preparing teachers for the growing number of emergent bilingual learners (EBLs). But this preparation largely focuses on supporting students’ academic learning and language development, despite enhanced attention to social-emotional well-being in wider educational circles. This comparative case study seeks to understand whether and how teachers are prepared to facilitate this integral component of student learning in five schools with linguistically diverse populations and varied program models to serve EBLs. We first probe how teachers draw from various facets of their preparation to support EBLs’ social-emotional well-being, including teacher education, professional development, collaboration with colleagues, and personal experiences. We then consider teachers’ and students’ perspectives on the requisite expertise to facilitate well-being in classrooms. Findings provide insight for university, district, and school stakeholders seeking to enhance teacher preparation as a means to improve the educational experiences of EBLs.

show abstract

Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

Cited by 30 publications

References 90 publications

Pan-Diversity Integration as an Equity Trap: Lessons From Preservice Teachers’ Preparation for Teaching English Language Learners in a Predominantly White Institution in the United States

Pan-Diversity Integration as an Equity Trap: Lessons From Preservice Teachers’ Preparation for Teaching English Language Learners in a Predominantly White Institution in the United States

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners

Contact Info

Product

Resources

About