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• W2243348179 abstract "English learners (ELs) in US K-12 classrooms arefalling behind their peers as they struggle to develop theproficiency needed to succeed in an academic setting (NCELA, 2012).The majority of teacher preparation programs are not preparingteacher candidates (TCs) with the skills needed to help recentlymainstreamed ELs succeed in their content area classrooms (Bunch,2011). This study examined how one undergraduate, secondaryeducation teacher candidates who had participated in supplementaltrainings developed their ability to recognize linguistic demand,shelter instruction, and promote academic language proficiency.Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006),this longitudinal study examined the journals and lesson planssubmitted by 31 undergraduate, secondary education TCs as theyprogressed through their prepractica. Six of these TCs werefollowed as case studies, with observations and interviewscollected during their full practica. Collective data analysisindicates that TCs scored higher on all measures when they were ina linguistically diverse classroom. Furthermore, recognition oflinguistic demand precedes ability to plan instruction: many TCswere able to recognize linguistic demand in lessons they observed,but few were adept at describing or designing sheltered instructionthat could promote academic language development. For manyparticipants, the attention to linguistic demand was focusedlargely on content-specific vocabulary that is challenging for alllearners. However, a small number of TCs were able to attend to themorphological and lexical aspects of their content areas that wouldbe especially difficult for ELs. In classroom observations a fewparticipants were able to plan instruction that sheltered contentand promoted academic language. Findings also indicate thatsupplemental trainings and infusions into methods courses helpedTCs to realize the linguistic challenges of their respectivecontent areas. Most importantly, the findings suggest that TCs arebetter able to focus on the language of instruction when theywitness instruction that is focused on language. Therefore, TCslearn best how to support ELs when they observe and teach inlinguistically diverse classrooms with knowledgeable mentoringteachers and field supervisors." @default.
• W2243348179 created "2016-06-24" @default.
• W2243348179 creator A5090863282 @default.
• W2243348179 date "2015-01-01" @default.
• W2243348179 modified "2023-09-27" @default.
• W2243348179 title "Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners" @default.
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