Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from a Faculty Learning Community

266 Pages·2014·1.558 MB·

by  Thomas Levine, Elizabeth Howard, David Moss

Preparing Classroom Teachers to Succeed
with Second Language Learners
This volume identifi es resources, models, and specifi c practices for improv-
ing teacher preparation for work with second language learners. It shows
how faculty positioned themselves to learn from resources, experts, pre-
service teachers, their own practice, and each other. The teacher education
professionals leverage their experience to off er theoretical and practical
insights regarding how other faculty could develop their own knowledge,
improve their courses, and understand their infl uence on the preservice
teachers they serve.
The book addresses challenges others are likely to experience while
improving teacher preparation, the challenge of adding to already-packed
courses, the diffi culty of recruiting and retaining busy faculty members,
and the question of how to best frame the larger issues. The authors also
address options for integrating the work of improving teacher preparation
for linguistic diversity into a variety of diff erent teacher education program
designs. Finally, the book demonstrates a data-driven approach that makes
this work consistent with many institutions’ mandate to produce research
and to collect evidence supporting accreditation.
Thomas H. Levine is an Associate Professor in the Department of Curricu-
lum and Instruction of the Neag School of Education at the University of
Connecticut, where he teaches social studies methods courses for elementary
and secondary educators at both the graduate and undergraduate levels.
Elizabeth R. Howard is an Associate Professor in the Department of Cur-
riculum and Instruction of the Neag School of Education at the University
of Connecticut, where she teaches graduate courses related to the education
of English Language Learners (ELLs). Together with Julie Sugarman, she
is the author of Realizing the Vision of Two-Way Immersion: Fostering
Eff ective Programs and Classrooms.
David M. Moss is an Associate Professor in the Department of Curriculum
and Instruction of the Neag School of Education at the University of Con-
necticut. His published books include Reforming Legal Education: Law
Schools at the Crossroads; Critical Essays on Resistance in Education;
Interdisciplinary Education in an Age of Assessment; Portrait of a Profes-
sion: Teachers and Teaching in the 21st Century; and Beyond the Bound-
aries: A Transdisciplinary Approach to Learning and Teaching.
Routledge Research in Teacher Education
The Routledge Research in Teacher Education series presents the latest
research on Teacher Education and also provides a forum to discuss the
latest practices and challenges in the fi eld.
Books in the series include:
Preparing Classroom Teachers
to Succeed with Second
Language Learners
Lessons from a Faculty Learning
Community
Edited by Thomas H. Levine,
Elizabeth R. Howard,
and David M. Moss
Preparing Classroom Teachers
to Succeed with Second
Language Learners
Lessons from a Faculty Learning Community
Edited by Thomas H. Levine,
Elizabeth R. Howard, and David M. Moss
NEW YORK LONDON
First published 2014
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group,
an informa business
© 2014 Taylor & Francis
The right of Thomas H. Levine, Elizabeth R. Howard, and David M. Moss
to be identified as the authors of the editorial material, and of the authors
for their individual chapters, has been asserted in accordance with sections
77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
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without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Preparing classroom teachers to succeed with second language learners :
lessons from a faculty learning community / edited by Thomas Levine,
Elizabeth Howard, David Moss.
pages cm. — (Routledge Research in Teacher Education ; 1)
Includes bibliographical references and index.
1. Language and languages—Study and teaching—Foreign
speakers. 2. Second language acquisition—Study and
teaching. 3. Language teachers—Training of. 4. Classroom
management. 5. Communication and education. I. Levine,
Thomas. II. Howard, Elizabeth R. III. Moss, David M. IV. Title:
Lessons from a faculty learning community.
P53.P693 2014
418.0071—dc23
2014002177
ISBN13: 978-0-415-84116-0 (hbk)
ISBN13: 978-0-203-76659-0 (ebk)
Typeset in Sabon
by IBT Global.
We dedicate this book to Dr. Mileidis Gort, a colleague at
the University of Connecticut from 2001 to 2006. During her
time at UConn, Millie kindly yet persistently urged her fellow
faculty members to learn more about cultural and linguistic
diversity and to infuse that knowledge into course materials,
activities, and assignments. Her work began modestly with two
colleagues, grew to include more of us in a reading group, and
ultimately inspired Project PREPARE-ELLs. We are grateful
to continue our collaborative work with Millie today.
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Contents
List of Figures ix
List of Tables xi
Acknowledgments xiii
PART I
Defi ning the Problem Space and Possibilities
1 The Urgency of Preparing Teachers for Second Language
Learners 3
ELIZABETH R. HOWARD, THOMAS H. LEVINE, AND DAVID M. MOSS
2 Teacher Educator Capacity to Prepare Preservice Teachers for
Work with Emergent Bilinguals 17
THOMAS H. LEVINE AND ELIZABETH R. HOWARD
3 Recruiting and Organizing Learning among Busy Faculty
Members 37
THOMAS H. LEVINE, ELIZABETH R. HOWARD, AND MILEIDIS GORT
PART II
Revising Courses and Developing Practices
4 Using a Conceptual Frame to Infuse Material about Emergent
Bilinguals into a Teacher Education Course 63
MEGAN E. STAPLES AND THOMAS H. LEVINE
5 Solving Problems of Space, Time, and Knowledge: How to Fit
Learning about Linguistic and Cultural Diversity into Teacher
Education Courses 85
DOUGLAS KAUFMAN, MARY P. TRUXAW, ALAN S. MARCUS, SANDRA B.
BILLINGS, AND MANUELA WAGNER
viii Contents
6 Teaching Preservice Teachers How to Learn from—and about—
Their Emergent Bilingual Students: The Foundation
for Everything Else 105
DOUGLAS KAUFMAN
7 Leveraging Clinical Experiences to Prepare Teachers for
Culturally and Linguistically Diverse Students 122
REBECCA D. ECKERT, SUSAN L. PAYNE, ROBIN E. HANDS, AND RENÉ ROSELLE
PART III
Assessing Outcomes and Learning along the Way
8 Assessing Progress Within and Across Cohorts 139
ELIZABETH R. HOWARD, MEGAN E. WELSH, THOMAS H. LEVINE,
AND DAVID M. MOSS
9 Instruction in Progress: In Search of Eff ective Practices for
Emergent Bilinguals 154
CORY WRIGHT-MALEY, THOMAS H. LEVINE, AND EILEEN M. GONZÁLEZ
10 From Professional Learning to Professional Action and Back Again 174
RACHAEL GABRIEL AND MANUELA WAGNER
11 Preservice Teachers’ Evolving Knowledge and Practice toward
Linguistically and Culturally Responsive Pedagogy 190
WENDY J. GLENN AND MILEIDIS GORT
PART IV
Moving Forward
12 Pathways to Success: Models of Teacher Preparation for
Cultural and Linguistic Diversity 219
DAVID M. MOSS, J. ZACK, AND SUSAN L. PAYNE
13 Final Recommendations for Initiating a Faculty Learning
Community 231
ELIZABETH R. HOWARD, THOMAS H. LEVINE, AND DAVID M. MOSS
Contributors 243
Index 249
Figures
2.1 Conceptualizing what preservice teachers need to work
eff ectively with emergent bilinguals. 18
2.2 Conceptualizing what teacher educators need to prepare
preservice teachers to work eff ectively with emergent bilinguals. 21
2.3 Conceptualizing a developmental progression: four additive
models of promoting teacher educators’ capacity to prepare
teachers for linguistic diversity. 32
4.1 In-class activity focused on language and mathematics. 83
7.1 Structured observation and refl ection task regarding literacy
and language. 132
8.1 Change in IBM preservice teacher self-effi cacy over time for
each cohort. 148
8.2 Change in TCPCG self-effi cacy over time for each cohort. 149
8.3 Mean self-effi cacy at program completion by IBM cohort. 151
8.4 Mean self-effi cacy at program completion by TCPCG
cohort. 151