They 'Really' Don't Speak English: Helping Preservice Teachers Experience Cultural and Linguistic Diversity
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| Title: | They 'Really' Don't Speak English: Helping Preservice Teachers Experience Cultural and Linguistic Diversity |
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| Language: | English |
| Authors: | Scott, Jill, Scott, Bruce |
| Source: | AILACTE Journal. Fall 2015 12(1):17-34. |
| Availability: | Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Cultural Differences, Urban Schools, Teacher Education, Teacher Educators, Teacher Background, Teaching Experience, Culturally Relevant Education, Multicultural Education, Teacher Education Programs, Cultural Awareness, Cultural Background, Case Studies, English Language Learners, Social Differences, Diversity (Faculty), Student Diversity, Cultural Relevance, Summer Programs, Multicultural Textbooks, Picture Books, Qualitative Research |
| Abstract: | The needs of urban schools are the focus of educators. Of primary concern is the lack of qualified teachers who are prepared to meet the needs of learners in U.S. classrooms. One factor of policymakers' concern is the mismatch between the experiences and backgrounds of many teachers versus those of students they will teach. Preservice teachers continue to mirror this mismatch. Preparing preservice teachers to enter the profession as culturally relevant teachers is a goal of teacher preparation programs. This article looks at one university's program to help preservice teachers develop cultural competence. The study was designed to investigate the university's efforts to provide preservice teachers with opportunities to experience cultural and linguistic diversity. This article, developed from a larger study, focuses on developing culturally relevant practice among preservice teachers. |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2016 |
| Accession Number: | EJ1092022 |
| Database: | ERIC |
| Abstract: | The needs of urban schools are the focus of educators. Of primary concern is the lack of qualified teachers who are prepared to meet the needs of learners in U.S. classrooms. One factor of policymakers' concern is the mismatch between the experiences and backgrounds of many teachers versus those of students they will teach. Preservice teachers continue to mirror this mismatch. Preparing preservice teachers to enter the profession as culturally relevant teachers is a goal of teacher preparation programs. This article looks at one university's program to help preservice teachers develop cultural competence. The study was designed to investigate the university's efforts to provide preservice teachers with opportunities to experience cultural and linguistic diversity. This article, developed from a larger study, focuses on developing culturally relevant practice among preservice teachers. |
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