Research on preparing preservice teachers to work effectively with emergent bilinguals / edited by Yvonne Freeman, David Freeman.

Format:

Book

Contributor:

Freeman, Yvonne S., editor.

Freeman, David E., editor.

ebrary, Inc.

Frances Baylinson Rosenbluth Fund.

Series:

Advances in research on teaching ; volume 21.

Advances in research on teaching ; v. 21

Language:

English

Subjects (All):

Education, Bilingual--United States.

Education, Bilingual.

United States.

Teachers--Training of--United States.

Teachers.

Teachers--Training of.

Physical Description:

1 online resource (317 pages).

Edition:

First edition.

Place of Publication:

Bingley, UK : Emerald Group Publishing Limited, 2014.

System Details:

text file

Summary:

Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals, Emergent bilinguals are those students who come to school speaking languages other than English. In 2010 there were an approximately 5.3 million emergent bilinguals in U.S. schools, and by 2020, it is predicted that half of all public school students will have non-English speaking backgrounds. With this growth in the numbers of emergent bilinguals in schools, the days of relegating them to specialist teachers are gone. Now all teachers, not only English as a Second Language (ESL) teachers or bilingual teachers, need to understand how to support students whose home language is not English. There is a critical need for teacher education programs to help preservice teachers, most of whom are racially, culturally, and linguistically different from their future students, value the diversity emergent bilinguals bring to schools and prepare them to teach these students effectively. Teacher educators need to be able to not only teach preservice teachers how to teach language arts, math, social studies, or science, but also to teach the language their students need to talk, read, and write about these subjects. Despite this need, there is a lack of research on how best to prepare preservice teachers to teach emergent bilinguals. In this book, teacher educators from institutions across the U.S. report their research with preservice teachers in large cities, suburban communities, and rural border areas. In each chapter, the authors explain what they have learned as they have conducted research on education for preservice teachers who will teach emergent bilinguals in mainstream, bilingual, and ESL. Book jacket.

Contents:

Part I. Changing views of emergent bilinguals to promote best practices. Chapter 1. Pedagogies of discomfort

Chapter 2. Developing deeper understandings of diversity

Chapter 3. "Porque sé los dos idiomas"

Chapter 4. Monolingual teacher candidates promoting translingualism

Chapter 5. Discovering best practices for bilingual teacher preparation

Chapter 6. Modeling collaborative teaching in teacher education

Part II. Investigations to support best practices. Chapter 7. Preparing to practice

Chapter 8. Preparing Latina/o bilingual teachers to teach content in Spanish to emergent bilingual students on the US-Mexico border

Chapter 9. A self-study of teacher educator practice

Chapter 10. Annotated lesson plans

Chapter 11. "Performing goofiness" in teacher education for emergent bilingual students.

Notes:

Includes bibliographical references.

Electronic reproduction. Palo Alto, Calif. Available via World Wide Web.

Description based on online resource; title from digital title page (viewed on November 12, 2014).

Local Notes:

Acquired for the Penn Libraries with assistance from the Frances Baylinson Rosenbluth Fund.

Other Format:

Print version: Research on preparing preservice teachers to work effectively with emergent bilinguals.

ISBN:

9781784412647

1784412643

Publisher Number:

99961005422

Access Restriction:

Restricted for use by site license.