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| Autor/inn/en | Byrd, David R.; Alexander, Melina |
|---|---|
| Titel | Promoting Advocacy in English as a Second Language Teacher Preparation Programs in the US |
| Quelle | In: Journal of the International Society for Teacher Education, 19 (2015) 2, S.77-88 (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1029-5968 |
| Schlagwörter | English (Second Language); Teacher Education Programs; Preservice Teachers; Second Language Learning; English Language Learners; Course Descriptions; Grounded Theory; Preservice Teacher Education; Language Teachers; Qualitative Research; Disadvantaged; Power Structure; Alabama; Arizona; Colorado; Illinois; Massachusetts; New Jersey; New York; North Carolina; Oregon; Texas; District of Columbia |
| Abstract | The population of English learners (ELs) is increasing dramatically and teachers need to learn how advocate for these often marginalized students. This study investigates various syllabi from English as a second language pre-service teacher course work that are aimed at preparing future teachers to advocate for ELs. The researchers employed constant comparison methodology to examine 14 syllabi to ascertain in which courses and how preservice teachers are prepared to advocate for their future students. Findings indicate that prospective teachers are being exposed to advocacy in many types of courses and with a variety of readings and assignments. (As Provided). |
| Anmerkungen | International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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