Year of Award

2022

Document Type

Dissertation

Degree Type

Doctor of Education (EdD)

Degree Name

Teaching and Learning

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Kate Brayko

Commitee Members

Morgen Alwell, Trent Atkins, Stephanie Reid, Emily Sallee

Keywords

Emergent Multilingual Students, English Language Learners, Field Experience, Inclusive instruction, linguistically inclusive instruction, teaching practices

Publisher

University of Montana

Abstract

According to the National Center for Education Statistics, over 4.9 million public school students in the United States are emergent multilingual students (also referred to as English language learners or ELLs), and by 2025, it is estimated that one in four U.S. students will be an emergent multilingual student (NCES, 2019). Research on preparing mainstream teachers to effectively work with linguistically and culturally diverse student groups has shown the promise of preservice field experiences with emerging multilingual students; however, little is known about how these experiences impact teachers’ work, especially their practices, particularly in the long term. This interpretive study aims to investigate new in-service teachers’ perspectives on a multilingual-focused field experience during pre-service teacher preparation and its lasting impact on teaching practices. Drawing on a data corpus of a series of semi-structured interviews, a focus group, field notes, teaching artifacts, and previously-completed field-based pre-service assignments, four cases were examined and themes constructed to highlight new teachers’ beliefs and practices on serving emergent multicultural students.

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