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Preparing pre-service teachers for English language learners with a community-based service learning project
Descriptive
TitleInfo
Title
Preparing pre-service teachers for English language learners with a community-based service learning project
Name
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Arabaci Atlamaz
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Tuba
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1986-
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Tuba Arabaci Atlamaz
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author
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Lobman
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Carrie
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Carrie Lobman
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Advisory Committee
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chair
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(type = family)
Figueras-Daniel
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Alexandra
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Alexandra Figueras-Daniel
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Advisory Committee
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internal member
Name
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NamePart
(type = family)
Palpacuer-Lee
NamePart
(type = given)
Christelle
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Christelle Palpacuer-Lee
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
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NamePart
Rutgers University
Role
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degree grantor
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Graduate School of Education
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school
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Text
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theses
OriginInfo
DateCreated
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2018
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(type = degree)
2018-10
Place
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xx
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2018
Language
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(type = code)
eng
Abstract
(type = abstract)
Despite considerable number of English language learners (ELLs) in mainstream classrooms, very few of the teachers are adequately trained to work with ELLs (Hutchinson, 2013). This disparity leads to many problems such as ELLs struggle with the demands of academic life in mainstream classrooms due to their teachers' lack of knowledge, skills, and positive disposition towards ELLs. Hence, mainstream teachers' awareness of ELLs' experiences, knowledge, and skills is critical. One important action for increasing the teacher awareness is to prepare linguistically responsive teachers.
This qualitative study aimed to explore the pre-service teachers' (the PSTs) experiences in a course offered at a graduate school of education at a US state university. Throughout the 15-week semester, the PSTs discussed the Funds of Knowledge approach, communicative strategies, and language and culture. They also met the community members who were ELLs and helped them practice English for eight weeks. The primary data sources were observations of the seminar portion and service-learning project, interviews with six PSTs and six ELLs, documents such as PSTs' course assignments, and pre- and post-course surveys.
The findings revealed that this course helped the PSTs develop a positive orientation towards ELLs, gave them a chance to reflect on their own beliefs about instruction, and enhanced their use of conversation strategies while interacting with the ELLs. The ELLs reported to feel more confident in their conversation skills after their interaction with the PSTs. The study adds to the literature showing the importance of providing the PSTs with the opportunities to interact with the community members coming from diverse backgrounds. Further research can be conducted to see whether the PSTs retain and implement the information they had learned from this experience.
This qualitative study aimed to explore the pre-service teachers' (the PSTs) experiences in a course offered at a graduate school of education at a US state university. Throughout the 15-week semester, the PSTs discussed the Funds of Knowledge approach, communicative strategies, and language and culture. They also met the community members who were ELLs and helped them practice English for eight weeks. The primary data sources were observations of the seminar portion and service-learning project, interviews with six PSTs and six ELLs, documents such as PSTs' course assignments, and pre- and post-course surveys.
The findings revealed that this course helped the PSTs develop a positive orientation towards ELLs, gave them a chance to reflect on their own beliefs about instruction, and enhanced their use of conversation strategies while interacting with the ELLs. The ELLs reported to feel more confident in their conversation skills after their interaction with the PSTs. The study adds to the literature showing the importance of providing the PSTs with the opportunities to interact with the community members coming from diverse backgrounds. Further research can be conducted to see whether the PSTs retain and implement the information they had learned from this experience.
Subject
(authority = RUETD)
Topic
Teacher Leadership
Subject
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Topic
English language--Study and teaching--Foreign speakers
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_9112
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (xiv, 256 p.)
Note
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Ed.D.
Note
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Includes bibliographical references
Note
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by Tuba Arabaci Atlamaz
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Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
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doi:10.7282/T3ZS3142
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Arabaci Atlamaz
GivenName
Tuba
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2018-07-24 04:18:08
AssociatedEntity
Name
Tuba Arabaci Atlamaz
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Copyright holder
Affiliation
Rutgers University. Graduate School of Education
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Embargo
DateTime
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2018-10-31
DateTime
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2019-10-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 31st, 2019.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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