This qualitative study reports on four student teachers learning to teach reading to Latino English Language Learners in urban elementary schools. Qualitative methodologies, such as interviewing student teachers, observing and audio-recording reading instructional lessons, and gathering student teachers' reflections were employed. By reviewing the data sources, the researcher sought to understand the contributions of the student teaching experience; what the student teachers learned in diverse urban settings about teaching ELLs, what it means to teach reading to Latino ELLs when the teaching itself must be in English, and how teaching reading to ELLs is mediated by social policies.This excerpt from Gracea#39;s 5th-grade reading class illustrates the use of the Open Court Basal as a tool for teaching reading. Her questions served to support the purpose of Open Court % definition of aquot;understanding what you readaquot;; however, the term understands as it operates in the classroom is not equivalent to comprehension, but instead means rote ... based on what was found in the text, and Grace confirmed (i.e., by repeating their answers) or disconfirmed their responses.
|Title||:||Student Teachers Learning to Teach Reading to English Language Learners|
|Author||:||Nancy Jo Murri|
|Publisher||:||ProQuest - 2008|