Teacher learning through culturally relevant literature: A cross-context study of teacher education for English learners
Abstract
This study examined the potential for using culturally relevant litera- ture circles as a part of university-based teacher education praxis focused on English learners (ELs) in U.S. schools. Based on a qualitative, comparative case study that drew upon data from 48 teachers and teacher candidates across urban, suburban, and rural locales, we explored the ways in which the text Return to Sender, when used in collaborative learning communities, mediated under- standings of ELs’ lives and realities in relation to classroom practice. While our overall findings indicated that culturally relevant literature for children and youth afforded possibilities for learning that may not have emerged with the use of traditional textbooks, they also revealed differences between contexts that have implications for the use of such texts in the preparation of EL teachers.
Reference
Hopkins, M., & Heineke, A. J. (2017). Teacher learning through culturally relevant literature: A cross-context study of teacher education for English learners. Teacher Education and Practice, 30(3), 501-522.
Journal
Teacher Education and Practice
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
- Midwestern University
- northeast US
Institutional Context
Certification Level
- Bilingual Endorsement
- ESL Endorsement
- K-12 literacy specialists
Programatic Focus
- Bilingual
- ESL
- reading specialization
Research Location Context
Preservice Participants
Preservice Sample Size
17
Duration of Data Collection
Data Sources
- artifacts
- Audio recordings
- Written reflections
Data Analysis Tools
- Case study analysis
- coding and memoing for inter-coder reliability
- Comparative analysis
Researcher Positionality
Research Questions
How might the book Return to Sender mediate teachers' and teacher candidates' understandings of EL education?
Is this research question explicit from the manuscript? No
How might participants' engagement with the text compare and contrast across urban, suburban, and rural settings?
Is this research question explicit from the manuscript? No