Engagement and identity among pre-service teachers in English learner coursework

This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data did not demonstrate statistically significant differences between bi-/multilingual and monolingual PSTs...

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Bibliographic Details
Published inBilingual research journal Vol. 47; no. 3; pp. 305 - 325
Main Authors Quaynor, Laura, Diaz, Berenice, Llinas Rosa, Giovanni, Wang, Jun
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 02.07.2024
Taylor & Francis Inc
Subjects
English as a second language instruction
English as a second language learning
Monolingualism
Multilingualism
Preservice teachers
Professional identity
Qualitative research
Second language teachers
Student teachers
Teacher education
TESOL
White people
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Summary:This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data did not demonstrate statistically significant differences between bi-/multilingual and monolingual PSTs in their responses to the LRT framework. However, qualitative analysis revealed variations in how bi-/multilingual and monolingual PSTs perceived the role of language and power access. Emergent findings indicated that White male PSTs may exhibit resistance to understanding or meeting the needs of ELs. Teacher preparation programs may offer immersive learning experiences in different languages, especially for those who may lack such exposure.
ISSN:1523-5882
1523-5890
DOI:10.1080/15235882.2024.2342471