Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals.

Front Cover -- Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals -- Copyright page -- Contents -- List of Contributors -- Introduction -- References -- Section I: Developing Teachers' Understandings of Effective Practices for Emergent Bilinguals -- Joining the Team: A Study of Unintentional Professional Development -- Introduction -- Situated Context -- Professional Development -- Purpose -- Significance -- Methodology -- We Become a Team -- Methods -- Research Question -- Curriculum Planning - Situated Planning -- Participants -- Data Collection -- Data Analysis -- Findings -- Expanding Academic Language Conception/Situated Meaning -- Hybrid Language -- Development of 5 R Instructional Model -- Expanding the Team -- Methods -- Research Questions -- Participants -- Data Collection -- Data Analysis -- Findings -- Professional Development as Side-by-Side Teaching and Learning -- Curriculum Integration -- Change in Classroom Practice -- Word Walls -- Trade Books -- Writing -- Discussion of Both Studies -- Our Growth -- Situated Meaning -- Hybrid Language -- 5 R Instructional Model -- Teachers' Growth -- Professional Development as Side-by-side Teaching and Learning -- Curriculum Integration -- Changes in Classroom Practice -- Word Walls -- Trade Books -- Writing -- Limitations with Recommendations -- Acknowledgments -- References -- The Power of Culturally Relevant Texts: What Teachers Learn about Their Emergent Bilingual Students -- Purpose -- Significance -- Literature Review -- Reading Engagement and Culturally Relevant Texts -- Connecting ELLs to Culturally Relevant Texts -- Guidelines for Text Selection -- What Makes a Text Culturally Relevant? -- The Study -- Setting and Participants -- Data Generation -- Data Analysis -- Findings.

Students Made Connections and Were More Engaged with Culturally Relevant Texts -- The Rubric Was Helpful for Understanding Cultural Relevance and Selecting These Texts -- Few Culturally Relevant Books Available -- Getting to Know Students -- Practical Implications and Recommendations -- Limitations -- Conclusion -- References -- Promoting Exploratory Talk with Emergent Bilinguals -- Background -- Purpose and Significance -- Approach -- Research Methodology -- Exploratory Talk -- Exploratory Talk Project -- Reading the Illustrations -- Taking Literature through Ada's Four Phases of Creative Dialogue -- Findings -- The Projects Transformed Practice -- Teachers Learned about Students' Ability to Interpret Texts -- Implications -- Limitations -- Conclusion -- References -- Teachers' Understanding of Practice: Planning and Implementing Preview/View/Review in the Dual Language Classroom -- Purpose and Significance -- Preview/View/Review as a Pedagogical Structure -- Participants and Setting -- Literature Review -- Constructivist Lens -- Translanguaging Lens -- Methodology -- Data Collection -- Data Analysis -- Findings -- Planning as Key for Lesson Delivery -- Purpose for Planning P/V/R -- A Constructivist Approach to Planning for P/V/R -- Challenges of Planning -- Time -- Lack of Resources in Spanish -- Implementing P/V/R as a Tool for Learning Language and Content -- Language Development and Language Transfer -- Vocabulary Acquisition in the Content Areas -- Cognates -- Literacy Tasks -- Content Learning through Scaffolded Instruction -- Student Engagement with Learning through P/V/R -- Summary of Findings for Each Research Question -- Summary of Findings for Research Question 1 -- Summary of Findings for Research Question 2 -- Practical Implications and Recommendations -- Implications -- Recommendations -- Limitations -- References.

Mainstream Teachers in Two-Way Immersion Programs: Becoming Content and Language Teachers -- Introduction -- Purpose -- Research Questions -- Significance -- Two-Way Immersion Program Context -- Setting and Participants -- Literature Review -- Content and Language Teaching -- Supporting Content and Language Teaching -- Linguistic Challenges in Teaching Language and Content -- Language Objectives -- Methodology -- Data Sources -- Data Analysis -- Findings -- What Is Academic Language? -- Language Development through Language Objectives -- Incorporating Language Objectives -- Discussion -- Practical Implications and Recommendations for Teacher Educators -- Limitations -- References -- Freedom within Structure: Practices for Teacher Sustainability, Efficacy, and Emergent Bilingual Student Success -- Introduction -- Purpose -- Significance -- Setting and Participants -- Literature Review -- Cultural Context -- Approaches and Strategies for Emergent Bilinguals' Success -- The Goal Spiral -- Methodology -- Data Collection -- Data Analysis -- Findings -- Pedagogy That Engages Students -- Joy in Teaching -- Practical Implications and Recommendations for Teacher Educators -- Limitations of the Study -- Conclusions -- How Did This Self-Study Inform Me as a Teacher Educator? -- References -- Appendix -- Questionnaire -- An Art of Being in between: The Promise of Hybrid Language Practices -- Introduction: Encountering Hybrid Language Practices -- Purpose and Significance -- Setting, Participants, and Data Collection -- Literature Review -- Methodology and Limitations of the Study -- Analysis and Findings: What Are Hybrid Language Practices Good for? -- Practical Implications and Recommendations: Cultivating Linguistic Community -- Conclusion -- References -- Appendix: Transcription Conventions.

Section II: Analysis and Critique of University and Public School Policy and Practice for Teaching Emergent Bilinguals -- Reshaping the Mainstream Education Climate through Bilingual-Bicultural Education -- Introduction -- Purpose -- The Current Education Climate: A Literature Review -- Changing Face of P-12 Classrooms -- Gaps in Teacher Preparation -- The Study -- Method -- Data Collection, Participants, and Analysis -- Setting -- The Bilingual-Bicultural Education Program -- Findings -- Practical Implications and Recommendations -- Limitations -- Conclusion -- References -- Why Didn't Anyone Tell Me This Before? -- Introduction -- Purpose -- Significance -- Site-Based Certification Program -- Literature Review -- Professional Learning Communities (PLCs) -- Reflective Practices -- Action Research -- Methodology -- Theoretical Framework -- Research Design -- Study Instruments -- Data Collection -- Data Analysis Procedure -- Findings -- Survey -- Focus Group Interviews -- Individual Interviews -- Findings Corresponding to the Research Questions -- Summary of Findings -- Transforming Instructional Practices -- Transforming Perspectives about Other Languages and Cultures -- Transforming Confidence in Their Own Abilities -- Practical Implications and Recommendations for Teacher Educators -- Limitations of the Study -- Conclusion -- Acknowledgment -- References -- Empowering Language and Learning with Muslim Immigrant Youth -- Introduction -- Questions -- Significance -- Setting and Participants -- Literature Review -- Power and Immigrant Students -- Bilingual Education and Bilingual Programs -- Translanguaging -- Methodology -- Data Collection -- Data Analysis -- Limitations of the Study -- Findings -- Take It Upon Ourselves -- Photography and Language -- Online Resources -- Multiple Racisms -- Language and Power -- Art as a Tool for Language.

Social Maps -- Practical Implications and Recommendations -- From Multiple Racisms to Culturally Reflective and Respectful Teaching -- From Arts-Based Research to Pedagogical Implications -- From Taking It upon Ourselves to Encouraging Translanguaging -- References -- "We Only Teach in English": An Examination of Bilingual-In-Name-Only Classrooms -- Introduction -- Purpose and Questions -- Significance -- Literature Review -- Setting and Participants -- Methodology -- Data Analysis -- Findings -- Monolingual Instructional Methods -- Monolingual Standardized Tests -- Monolingual Students in Bilingual Classrooms -- Monolingual Teachers -- Lack of Spanish Materials -- Lack of Professional Development in Bilingual Teaching -- English-Only Attitude -- Negative Views of Emergent Bilinguals -- Negative Views of Spanish -- Complications of Dual-language Bilingual -- Practical Implications and Recommendations -- Responding to Bilingual-in-Name-Only -- Future Research and Study Limitations -- Acknowledgments -- References -- Afterword: The Big Ideas: Putting the Pieces Together -- What Is Reflection? -- Reflection Is How We Think and Learn More Deeply, which Makes Us Smarter -- Reflection Is Focused Deep Thinking on a Specific Experience -- Reflection Is When We Ask Ourselves: "What Can I Learn from This" -- Reflection Is When We Ask Ourselves: "What WAS my Role in All of This?" -- Conclusion -- Acknowledgments -- References -- About the Editors -- About the Authors.

This volume includes chapters from educators across the U.S. who are preparing inservice teachers to work with emergent bilingual students in classrooms.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.