Article Title
Abstract
Researchers have argued that teacher education programs fail to prepare effective teachers for the increasing English language learner (ELL). In response to the under preparedness of pre-service teachers (PSTs) for ELLs, the authors designed a six-module online lab course for a group of 22 TESOL minor PSTs. The content of the modules included knowledge of ELLs and their parents, the socio-political context of teaching ELLs, and strategies of teaching knowledge and content to ELLs. PSTs reported they benefited from the learning opportunities these modules provided, including: familiarizing them with the challenges ELLs faced, the importance of and ideas for involving ELLs' families in teaching, and acquiring practical strategies of teaching/interacting with ELLs
Recommended Citation
Li, Guofang; Hinojosa, Denisse M.; Wexler, Lindsay; Bian, Yue; and Matinez, Jose Manuel
(2017)
"Using Multimodal Modules to Address Pre-service Teachers’ Knowledge Gap in Learning to Teach English Language Learners,"
TAPESTRY: Vol. 8:
Iss.
1, Article 2.
Available at:
https://stars.library.ucf.edu/tapestry/vol8/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons