Reading aloud with bilingual learners: A fieldwork project and its impact on mainstream teacher candidates
Abstract
This study describes the components of a field-based Read Aloud Project (RAP) in which teacher candidates create and implement language and literacy rich read-alouds for bilingual learners. In addition, an examination of the impact of such a project on several areas of teacher candidates' pedagogical expertise reveals that the RAP produces positive learning experiences for teacher candidates and may be worth replicating in other teacher education contexts to support the preparation of linguistically responsive teachers.
Reference
Mitchell, K., Homza, A., & Ngo, S. (2012). Reading aloud with bilingual learners: A fieldwork project and its impact on mainstream teacher candidates. Action in Teacher Education, 34(3), 276-294. http://dx.doi.org/10.1080/016266202012.694020
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- early childhood
- Elementary
Programatic Focus
- Bilingual
- early childhood education
- Literacy Education
Research Location Context
- Elementary school
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
9
Other Participant Data
- Administrators/Supervisors
- Inservice Teachers
Duration of Data Collection
Data Sources
- Observations
- Transcriptions
Data Analysis Tools
- "consensual qualitative research"
- Case study analysis
- Qualitative Analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
What teacher candidate practices are observed in the implementation of the Read Aloud Project over one semester?
Is this research question explicit from the manuscript? Yes
How do supervisors and cooperating classroom teachers perceive the impact of the Read Aloud Project on teacher candidates' practices and perceptions in regard to bilingual leamers?
Is this research question explicit from the manuscript? Unknown