Studying Program Effectiveness in Preparing Teachers for English Learners

Dubetz, Nancy; Collett, Jennifer

doi:10.1080/01626620.2019.1650400

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…Teaching-Works, 2021) has also made connections between implementing organizational routines and social justice within students' participation in the general curriculum. CP scholarship focused specifically on MSs has referenced culturally responsive curriculum & pedagogy (Dubetz, 2014) and facilitating productive student talk (Stoddart et al, 2017). However, there is much to be done to systematically examine how CPs may support NTs in enacting classroom management practices that either bolster or counteract humanizing the education of MSs.…”

Section: Theoretical Framework: Core Practices For Humanizing Pedagogymentioning

confidence: 99%

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

et al. 2021

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Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP Building a Positive Learning Environment in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social‐emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social‐emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing.

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Section: Theoretical Framework: Core Practices For Humanizing Pedagogymentioning

confidence: 99%

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

et al. 2021

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“…To understand whether a preservice English language teacher education program (ELTEP) provides environmental education to preservice EL teachers, it can be evaluated with an anthropocentric perspective. Yet, the review of the studies on the evaluation of preservice ELTEPs has shown that several studies evaluated preservice ELTEPs according to EL teacher trainers (Yavuz & Zehir Topkaya, 2013), student EL teachers (Dubetz & Collett, 2020;Karim, Shaded, Mohamed, Rahman, & Ismail, 2019;Kourieos & Diakou, 2019;Uzun, 2016;Varol, 2018), or both (Coskun & Daloglu, 2010;Kartal & Başol, 2019;Rodríguez, 2016;Sulistiyo, Wiryotinoyo, & Wulan, 2019;Zorba, 2015) in terms of their strengths and weaknesses (Coskun & Daloglu, 2010;Sulistiyo et al, 2019;Yavuz & Zehir Topkaya, 2013;Zorba, 2015) as well as their effectiveness in preparing preservice teachers to teach English (Dubetz & Collett, 2020;Karim et al, 2019;Kartal & Başol, 2019;Kourieos & Diakou, 2019;Uzun, 2016;Varol, 2018). In addition, preservice ELTEPs of different countries were compared (Karakaş & Yavuz, 2018), different preservice ELTEPs of Turkey were compared (Karakas, 2012;Öztürk & Aydın, 2019;Solak, 2018), and the theoretical foundations (Ryan, Gladyo, Hobbs, Stargel, & Williams, 2015) and effective pedagogical practices (Rodríguez, 2016) in a preservice ELTEP were expressed in other studies on the evaluation of preservice ELTEPs.…”

Section: If It Doesmentioning

confidence: 99%

Preservice English Language Teacher Education in the Anthropocene

Yastıbaş

2021

ijeltal

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The new geological epoch, the Anthropocene reveals the negative impacts of human activities on the environment, which makes environmental education significant to deal with the negative effects of people on the environment and sustain the environment for the future of the world. As a branch of education, English language teaching (ELT) can contribute to environmental education in schools. For an effective environmental education in ELT, English language teachers should have enough knowledge on environmental issues and environmental awareness. One way for them to achieve this is preservice English language teacher education. The literature review indicated that any English language teacher education program (ELTEP) was not evaluated with an anthropocentric perspective. Therefore, the present study aimed to evaluate the new ELTEP of Turkey with an anthropocentric perspective. It was designed as a qualitative study. The data was collected from the new ELTEP of Turkey and was content analyzed. The findings of the study have shown that environmental education is integrated with the new ELTEP through community services and sustainable development and education courses. The findings of the study were discussed and suggestions for further studies were made.

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“…Upon graduating with a BA from a public university, Sylvia stayed at the institution and enrolled in a graduate program where both authors are instructors. Sylvia participated in a study of program graduates in their first two years of teaching (Dubetz & Collett, 2020). During her fourth year, we asked Sylvia if we could observe how her pedagogical approaches continued to develop.…”

Section: Teachermentioning

confidence: 99%

Instruction to Engage Multilingual Learners with Grade‐level Content

Collett¹,

Dubetz²

2021

The Reading Teacher

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In this article we identify ways to scaffold content‐specific instruction to support your multilingual learners’ academic language development. With the definition that academic language compromises of vocabulary, linguistic functions, and syntax, we share ways to integrate three instructional practices across your instruction. These practices include: 1) explicit instruction of key academic language, 2) the use of visuals to anchor grade‐level instruction, and 3) frequent opportunities for content‐based oral and written language practice.

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Studying Program Effectiveness in Preparing Teachers for English Learners

Cited by 5 publications

References 25 publications

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

Preservice English Language Teacher Education in the Anthropocene

Instruction to Engage Multilingual Learners with Grade‐level Content

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