Developing Linguistically Responsive Teachers: Learning through Latino/a Student Stories

Autor/inn/en	Rolón-Dow, Rosalie; Chen, Lei
Titel	Developing Linguistically Responsive Teachers: Learning through Latino/a Student Stories
Quelle	In: Association of Mexican American Educators Journal, 8 (2014) 1, S.50-59 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; English Language Learners; Culturally Relevant Education; Hispanic American Students; Teacher Education Curriculum; Sociocultural Patterns; Profiles; Educational Experience; Preservice Teachers; Student Needs; Teacher Education Programs; Knowledge Base for Teaching; Language Usage; Bilingualism; Self Concept; Teaching Methods; Semi Structured Interviews; Florida + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Soziokulturelle Theorie; Charakterisierung; Profilanalyse; Bildungserfahrung; Teaching theory; Theory of teaching; Unterrichtstheorie; Sprachgebrauch; Bilingualismus; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To develop dispositions essential to linguistically responsive teaching (Lucas & Villegas, 2011), preservice teachers need opportunities to engage in reflection and dialogue about the sociocultural and sociopolitical dimensions of identity, language and culture pertinent to Latino/a English language learners. In this article, we present two profiles of linguistically diverse students, highlighting linguistic and cultural elements present in their stories. These profiles of individual English language learners are useful because they personalize the experiences of students and they bring questions and themes relevant to linguistic diversity into the teacher education curriculum. We argue that profiles of students, either presented to preservice teachers in classes or developed as a result of field experiences can help preservice teachers to better understand linguistically diverse students and to develop orientations conducive to meeting the needs of these students. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01