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dc.contributor.authorEnnser-Kananen, Johanna
dc.contributor.authorLeider, Christine Montecillo
dc.contributor.editorRomanowski, Piotr
dc.contributor.editorJedynak, Małgorzata
dc.date.accessioned2018-12-04T09:17:54Z
dc.date.available2020-07-26T21:35:12Z
dc.date.issued2018
dc.identifier.citationEnnser-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.), <i>Current Research in Bilingualism and Bilingual Education</i> (pp. 173-189). Springer. Multilingual Education, 26. <a href="https://doi.org/10.1007/978-3-319-92396-3_10" target="_blank">https://doi.org/10.1007/978-3-319-92396-3_10</a>
dc.identifier.otherCONVID_28194331
dc.identifier.otherTUTKAID_78433
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60466
dc.description.abstractThis 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.fi
dc.format.extent241
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofCurrent Research in Bilingualism and Bilingual Education
dc.relation.ispartofseriesMultilingual Education
dc.rightsIn Copyright
dc.subject.othertranslanguaging
dc.subject.otherpre-service teachers
dc.subject.otherteacher education
dc.titleStop the Deficit : Preparing Pre-service Teachers to Work with Bilingual Students in the United States
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-201811234855
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineSoveltava kielitiedefi
dc.contributor.oppiaineApplied Linguisticsen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.date.updated2018-11-23T10:15:10Z
dc.relation.isbn978-3-319-92395-6
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.description.reviewstatuspeerReviewed
dc.format.pagerange173-189
dc.relation.issn2213-3208
dc.relation.numberinseries26
dc.type.versionacceptedVersion
dc.rights.copyright© Springer International Publishing AG, part of Springer Nature 2018.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokaksikielisyys
dc.subject.ysoopettajat
dc.subject.ysoopettajankoulutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10956
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-3-319-92396-3_10
dc.type.okmA3


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