期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2017
卷号：29
期号：3
页码：471-489
出版社：International Society for Exploring Teaching and Learning
摘要：There is a critical need in the United States to understand how to best prepare preservice teachers foreffectively teaching the steadily growing number of PK-12 English learners. The study described inthis article, situated in a teacher preparation program in a small, private college in a largelymonolingual, monocultural area of the northeastern United States, expands the extant researcharound this urgent conversation. Specifically, the effects of a set of research-based learningexperiences on the readiness of 18 White preservice teachers to create culturally responsive teachingand learning environments for English learners were investigated. Results suggest that carefullyconstructed learning experiences can positively affect future educators’ preparation for teachingEnglish learners, even in largely monocultural, monolingual geographical areas. Outcomes willinterest teacher educators in homogeneous areas who strive to prepare future educators for teachingculturally and linguistically diverse school-age learners in principled ways in countries with growingnumbers of children who speak other languages.
