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Cogent Education Volume 2, 2015 - Issue 1
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Research Article

Experiencing the needs and challenges of ELLs: Improving knowledge and efficacy of pre-service teachers through the use of a language immersion simulation

Cory Wright-MaleyDepartment of Education, St. Mary’s University, 14500 Bannister Road SE, Calgary, Alberta, Canada, T2X 1Z4Correspondence[email protected]
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&
Jennifer D. GreenElementary Education, Second Language Acquisition, Woodring College of Education, Western Washington University, 303B Miller Hall, Mailstop 9092, Bellingham, WA, USAView further author information
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Mark BoylanSheffield Hallam University, UKView further author information
(Reviewing Editor)
Article: 1030176 | Received 28 Oct 2014, Accepted 13 Mar 2015, Published online: 13 Apr 2015

Citations (8)

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Read on this site (2)

Elizabeth Bondy, Elizabeth Burt & Priscilla V. Bell. (2022) Cultivating Critical Social Justice Literacy: Surfacing and Examining Candidates’ Embodied Knowledge. The New Educator 18:1-2, pages 27-41.
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Güliz Turgut Dost. (2016) Preparing linguistically responsive teachers through experiential foreign language tasks: A phenomenological study. Cogent Education 3:1.
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Articles from other publishers (6)

Woongsik Choi, Hyunsil Park & Virak Chan. (2022) “You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers. TESOL Journal 13:4.
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Jill Neumayer DePiper, Josephine Louie, Johannah Nikula, Pamela Buffington, Peter Tierney-Fife & Mark Driscoll. (2021) Promoting teacher self-efficacy for supporting English learners in mathematics: effects of the Visual Access to Mathematics professional development. ZDM – Mathematics Education 53:2, pages 489-502.
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Shannon McCrocklin. (2019) Exploring the effectiveness of structured language learning experiences for bilinguals in a language acquisition course. TESOL Journal 11:2.
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Ana Solano-Campos, Megan Hopkins & Laura Quaynor. (2018) Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory. Journal of Teacher Education 71:2, pages 203-217.
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Kelly M. Torres, Meagan C. Arrastia-Chisholm & Samantha Tackett. (2019) A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements. International Journal of Teacher Education and Professional Development 2:2, pages 85-101.
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Cory Wright-Maley & Jennifer D. Green. 2018. Teaching History and Social Studies to English Language Learners. Teaching History and Social Studies to English Language Learners 179 203 .

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