Linguistic Diversity in Language Teacher Education

Abstract

This chapter examines the process of increased awareness and identity transformation of teachers who were enrolled in a graduate Teaching English to Speakers of Other Languages (TESOL) program as they worked with English language learners (ELLs) in the field. The authors analyze two different fieldwork-based projects, an ELL's language analysis and a case study, that teacher candidates completed as a requirement of two graduate courses. Drawing on culturally relevant pedagogy conceptual framework, the authors examine participant teacher candidates' identity transformation as they engage in reflective practice. Through focusing on candidates' narratives and analyzing data qualitatively, the authors discovered that most teacher candidates experienced identity transformation as a result of connecting with their students' learning experience. They developed an awareness of linguistic diversity, came to view it as a valuable resource, and defined the teachers' roles as advocates for their students and families.