Examining the Efficacy of Fishbowl Simulation in Preparing to Teach English Learners in Secondary Schools

Bibliographic Data

ID22165818
AuthorsKimy Liu (0000-0002-2016-8033, California State University, Stanislaus), Jon McFarland (California State University, Stanislaus)
Year2021
Volume6
Publication date2021-06-25
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2021.700051
OpenAlexW3174799633
LanguageEN
Citations received1
References cited20

During the COVID-19 crisis, teacher educators grappled to provide teacher candidates meaningful field experiences to serve English learners (ELs) during campus closures. The purpose of this study was to explore teacher candidates’ (TCs) beliefs on second language acquisition (SLA) in the context of teaching ELs in secondary schools. Multiple data sources were used to evaluate fishbowl simulations’ efficacy as a viable alternative to gain meaningful field experience. Findings suggest strong connections between participants’ beliefs and their chosen instructional moves, with participants realizing the importance of meaning-making. Teacher candidates and teacher educators gain unique insight on effectively teaching and implementing SLA strategies with fishbowl simulations

English language · Mathematics education · Pedagogy · Computer Science · Education and Critical Thinking Development · Education Practices and Challenges · Psychology · Simulation-Based Education in Healthcare