Abstract
With the growing number of multilingual learners (MLs) in U.S. schools, research relating to effective teacher training methods has gathered increased interest; however, research on how teachers’ background qualities (BQs) influence teaching practices for MLs is lacking. In the field of multilingual education, scholars have suggested that certain qualities, particularly cultural and linguistic backgrounds, contribute to effectively accounting for MLs in the content classroom and embracing the role of language teacher. In this study we draw upon in-class comments, classroom interactions, targeted interviews, and assignments from teachers-in-training (N=12) throughout one semester in a history teaching methods course to address the following research question: How do prospective teachers’ language-related BQs (i.e. ML-related education, cultural experiences, language learning experience, and teaching experience) shape how they approach ML-related activities and assignments in a content methods teacher education course? The data indicate that preservice teachers with these BQs were better prepared to embrace their roles as language teachers and tailor lessons for MLs than their peers without such BQs.
Highlights
With the growing number of multilingual learners (MLs)1 in U.S schools, research relating to effective teacher education methods for working with this population has gathered increased interest (Brisk et al, 2014; DiCerbo et al, 2014; Viesca & Teemant, 2019); as Viesca & Teemant (2019) observe, “the existing conceptual and empirical knowledge-base for preparing pre- and in-service content teachers is still in its infancy.” (p. 371)
In this study we draw upon in-class comments, classroom interactions, targeted interviews, and assignments from teachers-in-training (N=12) throughout one semester in a history teaching methods course to address the following research question: How do prospective teachers’ language-related background qualities (BQs) (i.e. MLrelated education, cultural experiences, language learning experience, and teaching experience) shape how they approach ML-related activities and assignments in a content methods teacher education course? The data indicate that preservice teachers with these BQs were better prepared to embrace their roles as language teachers and tailor lessons for MLs than their peers without such BQs
To generate a cultural understanding of ‘learning to teach MLs,’ our study examined the BQs teacher candidates brought to the teacher education program, work they generated during class sessions, and assignments completed as course requirements—all intended to assess the relationship between participants’ cultural, linguistic, pedagogical, and educational BQs and whether and how they engage in activities about and create lessons for MLs
Summary
With the growing number of multilingual learners (MLs) in U.S schools, research relating to effective teacher education methods for working with this population has gathered increased interest (Brisk et al, 2014; DiCerbo et al, 2014; Viesca & Teemant, 2019); as Viesca & Teemant (2019) observe, “the existing conceptual and empirical knowledge-base for preparing pre- and in-service content teachers is still in its infancy.” (p. 371). With the growing number of multilingual learners (MLs) in U.S schools, research relating to effective teacher education methods for working with this population has gathered increased interest (Brisk et al, 2014; DiCerbo et al, 2014; Viesca & Teemant, 2019); as Viesca & Teemant (2019) observe, “the existing conceptual and empirical knowledge-base for preparing pre- and in-service content teachers is still in its infancy.” Seeking to enrich our understanding of background and contextual factors that shape the ability and inclination of pre-service teachers to work effectively with MLs, we undertook a semester-long study of a secondary history methods course we taught in Fall, 2019. ● How do prospective teachers’ language-related background qualities (i.e. education, cultural experiences, language learning experience, and teaching experience) shape how they approach ML-related activities and assignments in a content methods teacher education course?
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