| Affiliations: | |
| Project Leader: | Randy Garver ragbear@tamu.edu Teaching, Learning, & Culture |
| Faculty Mentor: | Zohreh Eslami, Ph.D. |
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Meeting Times:
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Summer 2016 (complete) |
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Team Size:
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6 (Team Full) |
| Open Spots: | 0 |
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Special Opportunities:
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Recieve a $100 Walmart gift card. Gain experience in qualitative research. Possibility of co-authoring a scholarly publication. |
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Team Needs:
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Expected to work 3 hours per week (1-2 hours outside of weekly meeting time). Strong writing skills. Self-motivated. Able to complete tasks in timely fashion. Ability to work with an interdisciplinary team. Ability to analyze qualitative data. Previous experience observing classrooms. Schedule somewhat flexible. |
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Description:
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Preservice teachers generally feel unprepared to work with English language learners (ELLs) (Siwatu, 2011). Cultural competency and understanding of second language acquisition (SLA) directly influence preservice teachers’ perceived sense of efficacy for working with ELLs. Service-learning with ELLs can positively change teacher efficacy with ELLs. In this study, preservice teachers have engaged in service-learning activities with ELLs in different types of educational settings during an ESL methods course. Research question: How do different types of ELL service-learning experiences (prek-6, university intensive English program, community adult ESL) affect preservice teachers’ self-efficacy for teaching English language learners? Using purposeful sampling, the researcher will analyze field reflections from preservice teachers who visited these types of locations during the year 2014. Reflections will be coded to highlight how interactions with ELLs at different locations impact teachers’ cultural competence and understanding of SLA, and thus alter their perceived efficacy for working with this student population. |