Preservice Teachers’ Lesson Plan Adaptation for Emergent Bilinguals

I. Ji Yeong; Ji Won Son

doi:10.1080/1547688X.2019.1687795

Preservice Teachers’ Lesson Plan Adaptation for Emergent Bilinguals

I. Ji Yeong
, Ji Won Son

Learning and Instruction

University at Buffalo

Iowa State University

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, we investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs’ funds of knowledge and academic language support.

Original language	English
Pages (from-to)	247-264
Number of pages	18
Journal	New Educator
Volume	16
Issue number	3
DOIs	https://doi.org/10.1080/1547688X.2019.1687795
State	Published - Jul 2 2020

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10.1080/1547688X.2019.1687795

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abstract = "Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, we investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs{\textquoteright} funds of knowledge and academic language support.",

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AB - Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, we investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs’ funds of knowledge and academic language support.

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Preservice Teachers’ Lesson Plan Adaptation for Emergent Bilinguals

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