Advertisement

Preparing Residents to Teach English Language Learners in the Third Space

  • Fernando Naiditch
  • Alexander Diaz
Chapter
  • 229 Downloads
Part of the Bold Visions in Educational Research book series (BVER)

Abstract

After a year as a resident in the NMUTR, Alex was given his first teaching assignment at East Side High School in Newark as a biology teacher. He was placed in a bilingual earth sciences classroom where Spanish was the medium of instruction. I spent the first year of Alex’s experience—his induction period—at East Side visiting and studying his classroom in order to follow his progress as a bilingual teacher and his approach to addressing the needs of English language learners (ELLs).

Keywords

Teacher Preparation Teaching ELLs English Language Learner Responsive Teaching Bilingual Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bhabha, H. K. (1996). Culture’s in-between. In S. Hall & P. Du Gay (Eds.), Questions of cultural identity (pp. 53–60). London, UK: Sage Publications.Google Scholar
  2. Brinton, D., Wesche, M., & Snow, A. (2003). Content-based second language instruction. Ann Arbor, MI: University of Michigan Press.Google Scholar
  3. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.Google Scholar
  4. Echevarria, J., Vogt, M. J., & Short, D. (2012). Making content comprehensible for English learners: The SIOP model (4th ed.). Boston, MA: Allyn & Bacon.Google Scholar
  5. Eckert, P., & McConnell-Ginet, S. (1999). New generalizations and explanations in language and gender research. Language in Society, 28(2), 185–201.CrossRefGoogle Scholar
  6. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.Google Scholar
  7. Godley, A. J., Sweetland, J., Wheeler, R. S., Minnici, A., & Carpenter, B. D. (2006). Preparing teachers for dialectally diverse classrooms. Educational Researcher, 35(8), 30–37.CrossRefGoogle Scholar
  8. Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. New York, NY: Corwin Press.Google Scholar
  9. Gutiérrez, K. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164.CrossRefGoogle Scholar
  10. Gutiérrez, K., Berlin, D., Crosland, K., & Razfar, A. (1999). Social organization of learning classroom observation protocol. Los Angeles, CA: Center for the Study of Urban Literacies, Graduate School of Education and Information Studies, University of California, Los Angeles.Google Scholar
  11. Hall, N., & Robinson, A. (1999). The language brokering activity of children in Pakistani families in the U.K. (Unpublished research report).Google Scholar
  12. Krashen, S. (2003). Explorations in language acquisition and use. Portsmouth, NH: Heinemann.Google Scholar
  13. Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). San Francisco, CA: Jossey-Bass.Google Scholar
  14. Lucas, T. (Ed.). (2011). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. New York, NY: Routledge.Google Scholar
  15. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.CrossRefGoogle Scholar
  16. Moskowitz, G. (1991). Caring and sharing in the foreign language class. New York, NY: Harper Collins Publishers.Google Scholar
  17. Naiditch, F. (2013). Cross the street to a new world. Phi Delta Kappan, 94(6), 26–29.CrossRefGoogle Scholar
  18. Norton, B. (2000). Identity and language learning. New York, NY: Pearson.Google Scholar
  19. Norton, B. (2013). Identity and language learning: Extending the conversation. London, UK: Multilingual Matters.Google Scholar
  20. Short, D. (2002). Language learning in sheltered social studies classes. TESOL Journal, 11(1), 18–24.Google Scholar
  21. Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.Google Scholar
  22. Veléz-Ibáñez, C., & Greenberg, J. (1992). Formation and transformation of funds of knowledge among U.S. Mexican households. Anthropology and Education Quarterly, 23(4), 313–335.CrossRefGoogle Scholar

Copyright information

© Sense Publishers 2015

Authors and Affiliations

  • Fernando Naiditch
    • 1
  • Alexander Diaz
    • 2
  1. 1.Department of Secondary and Special EducationMontclair State UniversityMontclairNew Jersey
  2. 2.Eastside High SchoolNewarkNew Jersey

Personalised recommendations