Perceptions of linguistically responsive teaching in teacher candidates/novice teachers
Bibliographic Data
| ID | 12752249 |
|---|---|
| Authors | Madhavi Tandon (0000-0002-2898-7244, University of Colorado Denver, corresponding author), Kara Mitchell Viesca (0000-0002-9083-592X, University of Colorado Boulder), Colin Hueston (University of Colorado Boulder), Tamara Milbourn (University of Colorado Boulder) |
| Year | 2017 |
| Volume | 40 |
| Issue | 2 |
| Pages | 154-168 |
| Publication date | 2017-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2017.1304464 |
| OpenAlex | W2606608301 |
| Language | EN |
| Citations received | 26 |
| References cited | 29 |
This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research is necessary to understand how to support teachers
Mathematics education · Multimethodology · Pedagogy · Perception · Qualitative research · School teachers · Sociology · Teacher education · Teaching method · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
“Or even Frisian, yes. No, no”
Pre-service teachers’ beliefs about linguistic and cultural diversity in schools
Research Synthesis on Culturally and Linguistically Responsive Teaching for Multilingual Learners
Fostering Educational Change at the Intersection of Macro-Level Institutional Narratives and Micro-Level Classroom Experiences
Pre-service teachers’ agency to enact multilingual pedagogies
Toward an inclination to advocate
Navigating linguistic diversity
Promoting pre-service teachers’ critical cultural and multilingual awareness and responsiveness, and beliefs about multilingualism through practice-oriented, (self‐)reflexive intervention
Educating Norwegian preservice teachers for the multicultural classroom – what knowledge do student teachers and mentor teachers express
Professional well-being in multilingual classrooms
Teacher educators’ critical language awareness
Pre-service teachers’ beliefs about multilingualism in school
Changeability of pre-service teachers’ beliefs about multilingualism
Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project
Exploring linguistically responsive teaching with preservice teachers in a course on teaching English learners
Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands
Coursework, field-based teaching practices, and multicultural experiences
Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment
A Norwegian perspective
Student teachers’ expressions of ‘fear’ in handling linguistically diverse classrooms
I must have taken a fake Toefl!”
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction
Linguistically Responsive Instruction in International Branch Campuses
Linguistically Responsive Instruction for Latinx Teacher Candidates
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Factors Associated With Novice General Education Teachers' Preparedness to Work With Multilingual Learners
The Multilingual Turn
Translanguaging
Pedagogical Language Knowledge
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
The multilingual turn
Why Mei Still Cannot Read and What Can Be Done
Second Language Students and English Language Issues in the Mainstream Classroom
Training Teachers of English Language Learners Using Their Students' First Language
Moving From the ESL Classroom into the Mainstream
Teacher investment in learner identity
Understanding our learners and developing reflective practice
Feedback From the Field
The World outside and inside Schools
Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues
Beyond the Methods Fetish
The 21st Century Teacher
Linguistically Responsive Teacher Education
| Unique citing works | 26 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |