Stop the Deficit : Preparing Pre-service Teachers to Work with Bilingual Students in the United States
Ennser-Kananen, J., & Leider, C. M. (2018). Stop the Deficit : Preparing Pre-service Teachers to Work with Bilingual Students in the United States. In P. Romanowski, & M. Jedynak (Eds.), Current Research in Bilingualism and Bilingual Education (pp. 173-189). Springer. Multilingual Education, 26. https://doi.org/10.1007/978-3-319-92396-3_10
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Multilingual EducationDate
2018Copyright
© Springer International Publishing AG, part of Springer Nature 2018.
This chapter explores the education of bilingual students from an American teacher
education perspective. Bilingual students in the United States are often diminished to their student
status of “English Language Learner” (ELL). Not only does this ELL designation assume a onesize-fits-all
approach to education for and understanding of bilingual children, but the label itself
implores a deficit perspective which neither captures nor values bilingual children in the United
States. Driven by the goal to model and introduce assets-based pedagogies to our pre-service
English as Second Language (ESL) teachers, the main question guiding our work was, as teacher
educators, how can we challenge pre-service teachers to not only acknowledge but act against
ingrained deficit perspectives for working with bilingual students? To address this question we
first synthesize relevant approaches in the areas of bilingualism and teacher education, focusing on
funds of knowledge, translanguaging, and challenging deficit language. We then present key
moments from our own work as teacher educators that illustrate the complexity of pre-service
teachers shifting or attempting to shift towards assets-based pedagogical practices. The chapter
concludes with recommendations for teachers and teacher educators about how to not only
acknowledge but integrate and actively support bilingual students in American public schools.
...
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978-3-319-92395-6Is part of publication
Current Research in Bilingualism and Bilingual EducationISSN Search the Publication Forum
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