A Case Study of an Early Childhood Teacher's Perspective on Working with English Language Learners

Autor/inn/en	Lee, Seungyoun; Butler, Malcolm B.; Tippins, Deborah J.
Titel	A Case Study of an Early Childhood Teacher's Perspective on Working with English Language Learners
Quelle	In: Multicultural Education, 15 (2007) 1, S.43-49 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Early Childhood Education; Second Language Learning; English (Second Language); Student Diversity; Cultural Pluralism; Second Language Instruction; Teaching Methods; Teacher Attitudes; Case Studies; Interviews; Family Involvement; Classroom Environment; Class Activities; Grade 1; Elementary School Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kulturpluralismus; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The student population in United States early childhood education programs is becoming more diverse every year. As schools and communities become more diverse, it becomes increasingly important for teachers to be well prepared for teaching and learning in cross-racial, cross-ethnic, and cross-cultural situations. Based on the premise that teachers hold their own beliefs, values, knowledge, assumptions, and attitudes about diversity from their own life experiences, this study is an effort to understand an experienced teacher's--Tiffany's--practical knowledge about cultural and linguistic diversity. As a collaborative work with "Tiffany," this study tries to connect to her personal and professional lives, classrooms, and teacher education programs. In particular, this study examines ways to work effectively with culturally and linguistically diverse children. The research questions are posed in light of this purpose: (1) What practices and discourses does an experienced teacher enact regarding English as a second language (ESL) education?; and (2) What suggestions and strategies does an experienced teacher have to support English language learners (ELLs)? (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10