7LAL Topic: Literacy and additional languages
Articles
- Arias, M. B., & Poynor, L. (2001). A good start: A progressive, transactional approach to diversity in pre-service teacher education. Bilingual Research Journal, 25(4), 417-434.
- Ariza, E.N. (2003). TESOL tutor time homework center: A collaboration of volunteer preservice teachers in public elementary schools. Urban Education, 38(6), 708-724.
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Assaf, L. & López, M.M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323-338.
- Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2013). Learning about English learners' content understandings through teacher inquiry: Focus on writing. The New Educator, 9(4), 304-327.
- Bacon, C. (2017). Dichotomies, dialects, and deficits; Confronting the "Standard English" myth in literacy and teacher education. Literacy Research: Theory, Method and Practice, Vol. 66, 341-357.
- Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching: Theory and practice, 15(5), 541-561.
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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
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Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. Curriculum Inquiry, 37(2), 103–122. https://doi.org/10.1111/j.1467-873X.2007.00375.x
- Curran, J. E., & Chern, C. L. (2017). Pre-service English teachers' attitudes towards English as a lingua franca. Teaching and Teacher Education, 66, 137-146.
- Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47(2), 55-75.
- Doorn, K. & Schumm, J.S. (2013). Attitudes of Pre-Service Teachers Regarding Linguistic Diversity in the General Education Classroom. Journal of Reading Education, 38 (3), 28-37.
- Escamilla, K., & Nathenson-Mejía, S. (2003). Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity. Equity & Excellence in Education, 36(3), 238-248.
- Ferguson, K. (2017). Using a Simulation to Teach Reading Assessment to Preservice Teachers. The Reading Teacher, 70(5), 561-569.
- Godley, A. J., Reaser, J., & Moore, K. G. (2015). Pre-service English Language Arts teachers' development of critical language awareness for teaching. Linguistics and Education, 32, 41-54. http://dx.doi.org/10.1016/j.linged.2015.03.015
- Goetze, S. K., Walker, B. J., & Yellin, D. (2000). Preservice teacher's conceptual development using computer mediated communication in language arts classes. Yearbook of the College Reading Association, 22, 298-310.
- Gort, M., & Glenn, W. J. (2010). Navigating Tensions in the Process of Change: An English Educator’s Dilemma Management in the Revision and Implementation of a Diversity-Infused Methods Course. Research in the Teaching of English, 45(1), 59–86.
- Grisham, D. L., & Brink, B. (2000). Model Classrooms: A Theory to Practice Link for Preservice Teacher Education. Journal of Reading Education, 26(1), 1-8.
- Harrison, J., & Lakin, J. (2018). Pre-service teachers' implicit and explicit beliefs about English language learners: An implicit association test study. Teaching and Teacher Education, 72, 54-63.
- Hauerwas, L. B., Skawinski, S. F., & Ryan, L. B. (2017). The longitudinal impact of teaching abroad: An analysis of intercultural development. Teaching and Teacher Education, 67, 202-213.
- Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36(2), 117-140. http://dx.doi.org/10.1080/01626620.2014.898600
- Hurford, D. P., Fender, A. C., Swigart, C. C., Hurford, T. E., Hoover, B. B., Butts, S. R., ... & Wilber, L. M. (2016). Pre-service teachers are competent in phonological processing skills: How to teach the science of reading. Reading Psychology, 37, 885-916.
- Kidd, J. K., Sanchez, S. Y., & Thorp, E. K. (2000). Integrating language and literacy through projects: An applied internship experience. Yearbook of the College Reading Association, 22, 206-225.
- Kim, Y., Turner, J.D. & Mason, P.A. (2015). Getting into the zone: Cases of student-centered multicultural literacy teacher education. Action in Teacher Education, 37:2, 102-119, DOI: 10.1080/01626620.2015.1013162
- Lenski, S.D. Reflections on being biliterate: Lessons from paraprofessionals, (2007). Action in Teacher Education, 28 (4), 104-113. http://dx.doi.org/10.1080/01626620.2007.10463433
- Mahalingappa, L., Hughes, E. M., & Polat, N. (2017). Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education, 1-20. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
- 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
- Mohr, K.A., Lane, F., & Sarker, A. (2010). Paths to culturally responsive instruction: Preservice teachers’ readiness beliefs. In R.T. Jiménez, V.J. Risko, M.K. Hundley, & D.W. Rowe (Eds.), 59th Yearbook of the National Reading Conference (pp. 304-314). Oak Creek, WI: National Reading Conference.
- Murillo, L. A. (2010). Local literacies as counter-hegemonic practices: Deconstructing anti-Spanish ideologies in the Rio Grande Valley. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 59th yearbook of the National Reading Conference (pp. 276-287). Oak Creek: WI: National Reading Conference.
- Nathenson-Mejía, S., & Escamilla, K. (2003). Connecting with Latino children: Bridging cultural gaps with children's literature. Bilingual Research Journal, 27(1), 101-116.
- Nguyen, M. H., & Brown, J. (2016). Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia. Australian Journal of Teacher Education (Online), 41(8), 84.
- Olson, K. & Jimenez-Silva, M. (2008). The Campfire Effect: A Preliminary Analysis of Preservice Teachers' Beliefs About Teaching English Language Learners After State-Mandated Endorsement Courses, Journal of Research in Childhood Education, 22:3, 246-260, DOI: 10.1080/02568540809594625
- Pappamihiel, N. E., Ousley-Exum, D., & Ritzhaupt, A. (2017). The impact of digital stories on preservice teacher beliefs about English language learners. Teaching and Teacher Education, 67, 171-178.
- Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development, 20(5), 648-666.
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Rymes, B. (2002). Language in Development in the United States: Supervising Adult ESOL Preservice Teachers in an Immigrant Community. TESOL Quarterly, 36(3), 431. https://doi.org/10.2307/3588420
- Sugimoto, A. T., Carter, K., & Stoehr, K. J. (2017). Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners. Teaching and Teacher Education, 67, 179-188.
- Tapia, E. (1999). "I wouldn't think nothin' of it": Teacher candidates survey public on nonstandard usage. English Education, 31(4), 295-309.
- Traynelis-Yurek, E., & Strong, M. W. (2000). Preservice Teachers' Ability To Determine Miscues and Comprehension Response Errors of Elementary Students. Journal of Reading Education, 26(1), 15-22.
- Uzum, B., Petrón, M., & Berg, H. (2014). Pre-service feachers’ first foray into the ESL classroom: Reflective practice in a service learning project. TESL-EJ, 18(3), 1-15.
- Van Valkenburgh, N., & Grierson, S. T. (2000). Mentoring in the Information Age: A Study of Telementor Functions Between Preservice Teachers and Middle School Students. Yearbook of the College Reading Association, 22, 271 - 284.
- Wall, D. J., & Hurie, A. H. (2017). Post-observation conferences with bilingual pre-service teachers: revoicing and rehearsing. Language and Education, 31(6), 543-560. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
- Mosley Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K, & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (formerly the National Reading Conference), (pp. 163-179). Oak Creek, WI: Literacy Research Association Conference.
- Yazan, B. (2017). “It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework. Linguistics and Education, 40, 38-49. https://doi.org/10.1016/j.linged.2017.06.002
- de Courcey, M. (2007). Disrupting preconceptions: Challenges to preservice teacher's beliefs about ESL children. Journal of Multilingual and Multicultural Development, 28(3), 188-203. http://dx.doi.org/10.2167/jmmd454.0