Engagement and identity among pre-service teachers in English learner coursework

ABSTRACT

This study examines the understanding of a linguistically responsive teaching framework (LRT) among pre-service teachers (PSTs). This study employed a mixed-method approach. The quantitative data did not demonstrate statistically significant differences between bi-/multilingual and monolingual PSTs in their responses to the LRT framework. However, qualitative analysis revealed variations in how bi-/multilingual and monolingual PSTs perceived the role of language and power access. Emergent findings indicated that White male PSTs may exhibit resistance to understanding or meeting the needs of ELs. Teacher preparation programs may offer immersive learning experiences in different languages, especially for those who may lack such exposure.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The datasets generated during or analyzed during the current study are available from the corresponding author upon reasonable request.

Ethics approval

This study was approved by the Lewis University Institutional Review Board.

Patient consent

This statement certifies that we informed participants in this study that we would conduct research in which they would participate. We gave each participant a clear explanation of the purpose of the research, the procedure we would follow in the research project, that participation was voluntary, that there was no penalty for refusing to participate, and that participants could withdraw at any time without penalty. We explained that we would protect participant confidentiality as we collected no personally identifying data. We gave participants sufficient contact information that they could reach us for answers to questions regarding the research. We explained to participants any foreseeable risks and discomforts involved in agreeing to cooperate (e.g., errors in published work) and explained the possible direct benefits of participating. We obtained a signed consent form from each participant that detailed the terms of our participant agreement; we kept these forms on file.

Permission to reproduce material

George Ella Lyon provided permission to reprint the poem used in the research task.

Notes

1. Term used to indicate a perspective where individuals put a focus or emphasis more on making connections with others versus solely focusing on the curriculum at hand.

Additional information

Funding

A Lewis University Faculty Scholar Award partially supported this work.

Notes on contributors

Laura Quaynor

Dr. Laura Quaynor is an Associate Clinical Professor in the Department of Advanced Studies in Education in the School of Education at Johns Hopkins University. She currently teaches courses on educational research, adult learning programs, and professional development for educators, and has eight years of experience educating future and current teachers. In the School of Education, she leads a Writing Clinic for doctoral students to support academic writing development. She has international work experience in human rights education and the development and evaluation of programs focused on conflict mediation and the reduction of gender-based violence, particularly in schools. In the United States, she has developed curricula, programs, and professional certificates focused on promoting literacy and positive classroom environments for multilingual learners, as well as mentored graduate students in this specialty. Her research has focused on the ways that the tenets of global citizenship education are translated into practice, highlighting historical and local knowledge related to global citizenship education in West Africa and the United States. She uses case study and qualitative methods for this work. Recent publications appear in Citizenship, Education, and Social Justice; Compare and Globalisation, Societies, & Education.

Berenice Diaz

Berenice Diaz is a dual language early childhood educator, whose mission lies in building strong family partnerships within the school community, focusing on multilingual families and their accessibility to school resources. Berenice holds a Master of Arts in reading and literacy. In her free time, Berenice enjoys spending time with family and friends and learning new things.

Giovanni Llinas Rosa

Giovanni Llinas Rosa is an ESL/Bilingual and Math educator. Giovanni is very passionate about the second language acquisition and acculturation process students go through while learning content-area knowledge, such as math and science. Giovanni earned an M.A. in Secondary Education with a focus in Mathematics and Physics, and a M.Ed. in Curriculum and Instruction with a focus in English as a Second Language. His future goal is to develop curricula to co-develop language learning and science/mathematics content knowledge to support English Learners. During his free time, Giovanni enjoys playing indoor and outdoor volleyball and partaking in physical activities.

Jun Wang

Jun Wang is a doctoral candidate at Johns Hopkins University School of Education. Her interests lie in supporting bilingual/multilingual young children’s development and improving their formal and informal learning environment as a means to incorporate children from diverse backgrounds. She used to work part-time as an administrative staff member in an immersive English after-school program to support Chinese children’s English learning. She earned an M.S. in Education with a focus in Early Childhood Education from Johns Hopkins University.