Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature through the Lens of Cultural-Historical Activity Theory

Autor/inn/en	Solano-Campos, Ana; Hopkins, Megan; Quaynor, Laura
Titel	Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature through the Lens of Cultural-Historical Activity Theory
Quelle	In: Journal of Teacher Education, 71 (2020) 2, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118808785
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Multilingualism; Student Diversity; Language Usage; Bilingualism; Teacher Competencies; Social Psychology; Social Theories; Culturally Relevant Education; Consciousness Raising; Beliefs; Student Attitudes; Pedagogical Content Knowledge; Teaching Skills; Teaching Methods; Reflection + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Bilingualismus; Lehrkunst; Sozialpsychologie; Gesellschaftstheorie; Bewusstseinsbildung; Belief; Glaube; Schülerverhalten; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01