TY  - BOOK
AU  - Freeman,Yvonne S.
AU  - Freeman,David E.
TI  - Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
T2  - Advances in Research on Teaching Series
SN  - 9781784414931
AV  - L 
U1  - 370.117 
PY  - 2015///
CY  - Bingley
PB  - Emerald Publishing Limited
KW  - Teachers -- Training of -- United States
KW  - Electronic books
N1  - 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
N2  - This volume includes chapters from educators across the U.S. who are preparing inservice teachers to work with emergent bilingual students in classrooms
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1953298
ER  -