Preparing Teachers for English Learners in Rural Settings

Abstract

Teacher educators in rural settings where few English learners (ELs) may be enrolled in PK-12 schools are responsible for creating learning experiences that support preservice teachers in building a foundation for teaching culturally and linguistically diverse learners. The goal of the self-study described in this chapter was to investigate a teacher educator’s practice in a largely White, English-speaking rural area in the northeastern US. Learning experiences embedded in the one required course for preparing to teach ELs were grounded in extant research. This chapter highlights one unique experience in which the preservice teachers interacted with international ESL peers on campus to negotiate meaning of a complex text. The preservice teachers reported that this interaction led to analogous understandings for planning and implementing literacy instruction with ELs. These results may be useful to other teacher educators in rural areas who seek principled ways to strengthen preservice teachers’ preparedness for teaching ELs.

Citation

Ann Ramos, K. (2018), "Preparing Teachers for English Learners in Rural Settings", Self-Study of Language and Literacy Teacher Education Practices (Advances in Research on Teaching, Vol. 30), Emerald Publishing Limited, Leeds, pp. 145-165. https://doi.org/10.1108/S1479-368720180000030012