Connecting Writing and Speaking with Linguistically Diverse Teacher Education Students

Autor/in	Kennedy, Eileen
Titel	Connecting Writing and Speaking with Linguistically Diverse Teacher Education Students
Quelle	In: Journal of Early Childhood Teacher Education, 29 (2008) 2, S.157-171 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Writing (Composition); Teacher Education Programs; Early Childhood Education; Young Children; Writing Processes; English; Public Schools; Interviews; Cultural Pluralism; Child Development; English (Second Language); New York; United States + Suchen Sie Ihr Suchwort? Schreibübung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; English language; Englisch; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Kulturpluralismus; Kindesentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; USA
Abstract	The increasing diversity of students and the pedagogical issues that such differences bring to the classroom is a challenge for early childhood teacher education programs today. In the early childhood education classroom, culturally and linguistically diverse teachers are sought after, yet these same diverse teacher candidates find it difficult to negotiate academic writing in English. This qualitative study of the writing processes of 26 linguistically diverse teacher candidates in an early childhood program of a public community college in spring 2007 attempts to provide strategies and elicit information to facilitate academic writing in this population. Two discussion methodologies, Symposium and Freewrite/Case Story, were used as a prelude to the academic essay in two education classes, with positive results. One class served as a control without the intervention. Data sources included essays, surveys, interviews, and observations. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10