Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.Report as inadecuate


 Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.


Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks. - Download this document for free, or read online. Document in PDF available to download.



Type of Resource: text

Genre: Electronic Thesis or Dissertation

Date Created: Fall 2016

Date Issued: 2016

Publisher: Florida Atlantic University

Physical Form: pdf

Extent: 205 p.

Language(s): English

Abstract/Description: Drawing on the principles of critical multicultural teacher education, TeachingEnglish to Speakers of Other Languages (TESOL) and bilingual education, this studyexamined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs)in ESOL-infused teacher education programs in Florida universities. The textual analysisof a purposeful sample of five elementary-level English Language Arts (ELA) methodstextbooks, utilizing a combination of quantitative and qualitative methods, revealed thatauthors overwhelmingly referred to EBs as English learners or English language learners,rather than bilinguals or dual language learners, and devoted less than 5% of the totalcontent of four textbooks to topics about teaching methods, curriculum, and assessmentfor EBs. Evidence of five forms of curriculum bias was found, including invisibility,linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBsless than knowledge about teaching native English-speakers. EBs were stereotyped as ahomogenous group of struggling readers and essentialized in terms of their limitedEnglish proficiency. One author conflated students’ language differences with physicallimitations and learning disabilities, a troubling mischaracterization in the context of theoverrepresentation of EBs in special education. Meanwhile, a preference shown for ESLmethods over bilingual methods, based upon misconceptions about how EBs learn,suggests that textbook authors undervalue the cultures and linguistic skills that studentsbring from home.The hidden curriculum in ELA methods textbooks may influence a majority ofpre-service teachers, who are typically monolingual and raised in the English-dominantmainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-allapproach towards ELA instruction. In order to prepare pre-service teachers to educateEBs for academic success, the teacher education curriculum must include material thatexplains linguistically responsive instruction and describes effective bilingual educationmodels, within a critical pedagogical framework. Without this knowledge, pre-serviceteachers may continue instructional practices that contribute to a persistent “achievementgap” experienced by EBs. A transformation of the ELA methods curriculum is requiredso that pre-service teachers are prepared to implement a humanizing pedagogy thatfacilitates positive identity formation as it develops bilingual and biliterate students.

Identifier: FA00004747 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2016.

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004747

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU



Author: Mann, David A. , author Schoorman, Dilys Dr., Thesis advisor College of Education, Degree grantor

Source: http://fau.digital.flvc.org/islandora/object/fau%3A33938



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