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.Student teachers were left on their own to make their own connections. The reflective process was limited to a few sentences that completed the assignment requirements in student teaching. For example, in response to an assigned question, anbsp;...
|Title||:||Student Teachers Learning to Teach Reading to English Language Learners|
|Publisher||:||ProQuest - 2008|