Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?
Abstract
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary-grade students with diverse learning needs, including second or English language learners (ELLs). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELLs in their classrooms? This mixed-methods study examined the beliefs and practices of two focal teacher graduates of a teacher preparation program that included second language training. Findings show that teacher graduates working with ELLs in primary classrooms with low numbers of ELLs used some generic accommodation strategies and just-in-time scaffolding techniques, but they rarely instituted specific ELL practices to facilitate the English language development of ELLs. The authors discuss implications for second language educators.
Reference
Coady, M. R., Harper, C., & de Jong, E. J. (2016). Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms? TESOL Quarterly, 50(2), 340–368. https://doi.org/10.1002/tesq.223
Journal
TESOL Quarterly
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- Primary with infused training for ESL students in mainstream classrooms
Research Location Context
Preservice Participants
Preservice Sample Size
2
Duration of Data Collection
Data Sources
- Interviews
- Observations
- Survey
Data Analysis Tools
- coding (emergent categories)
Researcher Positionality
Research Questions
How do graduates' perception of their preparation shape their instructional practices for students who were in the process of learning English as a second language?
Is this research question explicit from the manuscript? Combination