Learning to support and sustain cultural (and linguistic) diversity: perspectives of preservice teachers

Author:

Senyshyn Roxanna,Martinelli Ann

Abstract

Purpose The purpose of this paper is to report on a collaborative project and study implemented by two teacher educators in an elementary education program. To prepare teacher candidates for field experiences and practicum in a diverse (bilingual) urban school, the program uses coursework to impart asset-based pedagogies and practices. Design/methodology/approach In this mixed-method case study, this paper examined the awareness and perspectives of preservice teachers (n = 26) to cultural and linguistic diversity and relevant teaching and learning practices. In particular, this study gauged their engagement with multicultural children’s literature in a collaborative interclass activity. The data sources included beginning and end of semester survey responses, notes on participant interactions during the mid-semester collaborative interclass activity and participant retrospective reflections about the activity. Findings This paper found that teacher candidates showed increased awareness and positive shifts in perspectives. This study also ascertaind that, in learning to become culturally (and linguistically) responsive and sustaining teachers, they benefited from collaborative peer work that focused on learning about multicultural children’s literature, analyzing it and planning to integrate it into their classrooms. Originality/value Studies show that culturally relevant literature in schools is beneficial; however, teacher candidates often lack knowledge of such literature and how to use it. This need is especially critical and relevant when learning about and implementing culturally relevant and sustaining practices. The collaborative undertaking discussed in this study fills this gap through co-teaching and interclass activity that brings preservice teachers as a cohort to collaboratively learn about, discuss, reflect on and plan lessons as they prepare to work with students from different backgrounds than their own.

Publisher

Emerald

Subject

Linguistics and Language,Education,Cultural Studies

Reference47 articles.

1. Aceves, T.C. and Orosco, M.J. (2014), “Culturally responsive teaching”, available at: UniversityofFlorida,CollaborationforEffectiveEducator,Development,Accountability,andReformCenterwebsite:http://ceedar.education.ufl.edu/tools/innovation-configurations/

2. What teachers need to know about language,2018

3. Adichie, C. (2009), “Chimamanda adichie: the danger of a single story” [video file]”, available at: www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en

4. Immigration in childhood: using picture books to cope;The Social Studies,2007

5. Teacher education reform in urban preparation programs;Journal of Education and Learning,2015

Cited by 5 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3