Exploring linguistically responsive teaching with preservice teachers in a course on teaching English learners

References

• Adibelli, Elif, Margarita Huerta, and Refika Turgut. 2016. “Teacher Characteristics and Attitudes, Beliefs and Knowledge Regarding Second Language Acquisition and English Language Learners". American Educational Research Association. Washington DC. April 9.
   Google Scholar
• Byrnes, D. A., G. Kiger, and M. L. Manning. 1997. “Teachers’ Attitudes About Language Diversity.” Teaching and Teacher Education 13 (6): 637–644. doi: 10.1016/S0742-051X(97)80006-6
   Web of Science ®Google Scholar
• Catalano, T., and E. T. Hamann. 2016. “Multilingual Pedagogies and Pre-Service Teachers: Implementing ‘Language as a Resource’ Orientations in Teacher Education Programs.” Bilingual Research Journal 39: 263–278. doi: 10.1080/15235882.2016.1229701
   Web of Science ®Google Scholar
• Crawford, J., and S. A. Reyes. 2016. The Trouble with SIOP: How a Behaviorist Framework, Flawed Research, and Clever Marketing Have Come to Define- and Diminish-Sheltered Instruction for English Language Learners. Portland, OR: Institute for Language and Education Policy.
   Google Scholar
• Daniel, S., and M. M. Peercy. 2014. “Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners.” Action in Teacher Education 36 (2): 100–116. doi: 10.1080/01626620.2013.864575
   Google Scholar
• de Jong, E., and C. A. Harper. 2005. “Preparing Mainstream Teachers for English Language Learners: Is Being a Good Teacher Good Enough?” Teacher Education Quarterly 32 (2): 101–124.
   Google Scholar
• Dong, Y. R. 2004. “Preparing Secondary Subject Area Teachers to Teach Linguistically and Culturally Diverse Students.” The Cleaning House 11 (5): 202–206. doi: 10.3200/TCHS.77.5.202-208
   Google Scholar
• Faltis, C. J., and G. Valdés. 2016. Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators. Handbook of Research on Teaching. Washington, DC: American Educational Research Association.
   Google Scholar
• Fillmore, L., and C. Snow. 2002. What Teachers Need to Know About Language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
   Google Scholar
• Fischer, N., and C. Lahmann. 2020. “Pre-Service Teachers’ Beliefs About Multilingualism in School: An Evaluation of a Course Concept for Introducing Linguistically Responsive Teaching.” Language Awareness 29 (2): 114–133. doi: 10.1080/09658416.2020.1737706
   Web of Science ®Google Scholar
• Hau, H. G., H. Selenius, and E. B. Åkesson. 2022. “A Preschool for All Children? – Swedish Preschool Teachers’ Perspective on Inclusion.” International Journal of Inclusive Education 26 (10): 973–991. doi: 10.1080/13603116.2020.1758805
   Web of Science ®Google Scholar
• Horsford, S. D., and C. Sampson. 2013. “High-ELL-Growth States: Expanding Funding Equity and Opportunity for English Language Learners.” Voices in Urban Education 37: 47–54.
   Google Scholar
• Hutchinson, M. 2013. “Bridging the Gap: Preservice Teachers and Their Knowledge of Working with English Language Learners.” TESOL Journal 4 (1): 25–54. doi: 10.1002/tesj.51
   Google Scholar
• Jimenez-Silva, M., and K. Olson. 2012. “A Community of Practice in Teacher Education: Insights and Perceptions.” International Journal of Teaching and Learning in Higher Education 24 (3): 335–348.
   Google Scholar
• Karabenick, S. A., and P. A. C. Noda. 2004. “Professional Development Implications of Teachers’ Beliefs and Attitudes Toward English Language Learners.” Bilingual Research Journal 28 (1): 55–75. doi: 10.1080/15235882.2004.10162612
   Google Scholar
• Karathanos, K. 2010. “Teaching English Language Learner Students in US Mainstream Schools: Intersections of Language, Pedagogy, and Power.” International Journal of Inclusive Education 14 (1): 49–65. doi: 10.1080/13603110802504127
   Web of Science ®Google Scholar
• Krischler, M., J. W. Powell, and I. M. P. Cate. 2019. “What is Meant by Inclusion? On the Effects of Different Definitions on Attitudes Toward Inclusive Education.” European Journal of Special Needs Education 34 (5): 632–648. doi: 10.1080/08856257.2019.1580837
   Web of Science ®Google Scholar
• Lucas, T. 2011. Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators. New York, NY: Routledge.
   Google Scholar
• Lucas, T., and A. M. Villegas. 2011. “A Framework for Preparing Linguistically Responsive Teachers.” In Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators, edited by T. Lucas, 55–72. New York, NY: Routledge.
   Google Scholar
• Lucas, T., A. M. Villegas, and M. Freedson-Gonzalez. 2008. “Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners.” Journal of Teacher Education 59 (4): 361–373. doi: 10.1177/0022487108322110
   Web of Science ®Google Scholar
• Markos, A. M. 2012. “Mandated to Learn, Guided to Reflect: Pre-Service Teachers’ Evolving Understanding of English Language Learners.” Issues in Teacher Education 21 (1): 39–57.
   Google Scholar
• Martin, A. D. 2018. “Teacher Identities and English Learners in Mainstream Classrooms: A Discourse Analysis.” Critical Inquiry in Language Studies 16 (2): 130–151. doi: 10.1080/15427587.2018.1471693
   Google Scholar
• Mills, C., and J. Ballantyne. 2010. “Pre-Service Teachers’ Dispositions Towards Diversity: Arguing for a Developmental Hierarchy of Change.” Teaching and Teacher Education 26 (3): 447–454. doi: 10.1016/j.tate.2009.05.012
   Web of Science ®Google Scholar
• Ollerhead, S. 2018. “Pedagogical Language Knowledge: Preparing Australian Pre-Service Teachers to Support English Language Learners.” Asia-Pacific Journal of Teacher Education 46 (3): 256–266. doi: 10.1080/1359866X.2016.1246651
   Web of Science ®Google Scholar
• Pappamihiel, E. 2007. “Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs.” TESL Canada Journal 24 (2): 42–60. doi: 10.18806/tesl.v24i2.138
   Google Scholar
• Rodríguez-Izquierdo, R. M. 2021. “Perceptions of Linguistically Responsive Teaching in Language Specialist Teachers and Mainstream Teachers.” Porta Linguarum 35: 25–41.
   Google Scholar
• Samson, J. F., and B. A. Collins. 2012. Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness. Washington, DC: Center for American Progress.
   Google Scholar
• Samway, K., and D. McKeon. 2007. Myths and Realities: Best Practices for English Language Learners. Portsmouth, NH: Heinemann.
   Google Scholar
• Settlage, J., M. Gort, and R. J. Ceglie. 2014. “Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy Within a ‘Physics in Spanish Course Activity.” Teacher Education Quarterly 41 (3): 47–66.
   Google Scholar
• Shenton, K. 2004. “Strategies for Ensuring Trustworthiness in Qualitative Research Projects.” Education for Information 22: 63–75. doi: 10.3233/EFI-2004-22201
   Google Scholar
• Shin, F., and S. Krashen. 1996. “Teacher Attitudes Toward the Principles of Bilingual Education and Toward Students’ Participation in Bilingual Programs: Same or Different?” Bilingual Research Journal 20: 45–53. doi: 10.1080/15235882.1996.10668619
   Google Scholar
• Short, D., and J. Echevarria. 2005. “Teacher Skills to Support English Language Learners.” Educational Leadership 62 (4): 8–13.
   Web of Science ®Google Scholar
• Tandon, M., K. M. Viesca, C. Hueston, and T. Milbourn. 2017. “Perceptions of Linguistically Responsive Teaching in Teacher Candidates/Novice Teachers.” Bilingual Research Journal 40 (2): 154–168. doi: 10.1080/15235882.2017.1304464
   Web of Science ®Google Scholar
• Wideen, M. F., J. Mayer-Smith, and B. Moon. 1998. “A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry.” Review of Educational Research 68: 130–178. doi: 10.3102/00346543068002130
   Web of Science ®Google Scholar
• Wong-Fillmore, L., and C. Snow. 2002. What Teachers Need to Know About Language. Washington, DC: Center for Applied Linguistics.
   Google Scholar
• Worthington, E., S. Maude, K. Hughes, G. Luze, C. Peterson, M. J. Brotherson, and M. Luchtel. 2011. “A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start.” Early Childhood Education Journal 39 (1): 51–60. doi: 10.1007/s10643-010-0440-y
   Google Scholar