• Foundations of Education for Emergent Bilinguals
  • Session One: Exploring My Culture and ELs Strengths
  • Session Two: Developing Understandings of Culture--Mine and My ELs
  • Session Three: Considering ELs as a Resource in My Teaching
  • Session Four: Developing Knowledge of Assets and Legal Obligations
  • Session Five: Attending to Standards and Classifications with WIDA
  • Session Six: Positioning ELs within the School Game
  • Session Seven: Promoting ELs Learning through My Learning
  • Session Eight: Celebrating and Presenting My Learning
  • Abstracts
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  • Publication Information
    SeriesTELL: Teaching English Language Learners
    Pages167
    LicenseCopyrighted
    Year2019
    LanguageEnglish

    Foundations of Education for Emergent Bilinguals

    Table of Contents

    Pat Draper

    Brigham Young University

    Pat Draper is currently responsible for the TELL practicum for the pre-service teahcers. She has a master's degree in linguistics from the University of Utah. She has been an active participant in the design and implementation of the TELL courses from the beginning. She taught TELL courses in the Salt Lake City School District from 1997 through her retirement for SLCSD contributing to the endorsement of 1200 teachers. Across these years, she has regularly prepared facilitators for the Foundations and Family courses. In 2017, after 40 years in the classroom, she retired from teaching. From 2013 to 2017, she mentored new teachers in SLCSD through their first year of teaching. Most recently, she has been actively involved in redesigning the TELL courses and producing the instructional guides used in teaching them.
    Annela Teemant

    Indiana University/Purdue University, Indianapolis (IUPUI)

    Annela Teemant is Professor of Second Language Education (Ph.D., Ohio State University, 1997) at Indiana University-Purdue University Indianapolis. Her scholarship focuses on developing, implementing, and researching applications of critical sociocultural theory and practices to the preparation of K-12 teachers of English Language Learners. Specifically, she has collaboratively developed and researched the Six Standards Instructional Coaching Model and pedagogy. She has been awarded five U.S. Department of Education grants focused on ESL teacher quality. She has authored more than 30 multimedia teacher education curricula and video ethnographies of practice and published in Teaching and Teacher Education, Urban Education, Teachers College Record, and Language Teaching Research. Her work describes how to use pedagogical coaching to radically improve the conditions of learning needed for multilingual learners. She has also taught adult intensive English in the United States, Finland, and Hungary.
    Mary F. Rice

    University of New Mexico

    Mary Frances Rice is an assistant professor of literacy at the University of New Mexico. She teaches writing pedagogy and digital composition. Her scholarship uses interdisciplinary approaches to study the literacies and identities of online teachers and learners. Mary was a postdoctoral researcher at the University of Kansas Center on Online Learning and Students with Disabilities. She is also an Online Learning Consortium Emerging Scholar and a Michigan Virtual Learning Research Institute fellow. Mary taught junior high English language arts, ESL, and reading support classes. She was also a Teaching English Language Learner (TELL) program instructor.
    Ramona Maile Cutri

    Brigham Young University

    Ramona Maile Cutri is an associate professor at Brigham Young University’s Teacher Education Department. Cutri’s research attends to the complexities of technology integration into faculty’s daily teaching practice and how technology can facilitate the pedagogical and dispositional goals of critical multicultural teacher education. She has produced important work that documents teaching pre-service multicultural education courses in ways that lead to changes in their thinking and development as teachers. She has published in teacher education and multicultural education research journals. She has presented regularly at NAME and AERA. She is a specialty editor of Frontiers in Education's Teacher Education strand with Stefinee Pinnegar. At BYU, she directs the program that supports first generation college students.
    Stefinee E. Pinnegar

    Brigham Young University

    A St. George native, Dr. Pinnegar graduated from Dixie College (now DSU) and Southern Utah State (now SUU). She taught on the Navajo Reservation then completed an M.A. in English at BYU. She taught for 5 years in Crawfordsville, Indiana. She then completed a PhD in Educational Psychology at the University of Arizona (1989). She was faculty at Western Michigan University in Kalamazoo, before coming to BYU. She helped develop and now directs the TELL program. She is Acting Dean of Invisible College for Research on Teaching, a research organization that meets yearly in conjunction with AERA. She is a specialty editor of Frontiers in Education's Teacher Education strand with Ramona Cutri. She is editor of the series Advancements in Research on Teaching published by Emerald Insight. She has received the Benjamin Cluff Jr. award for research and the Sponsored Research Award from ORCA at BYU. She is a founder of the Self-Study of Teacher Education Practices research methdology. She has published in the Journal of Teacher Education, Ed Researcher, Teachers and Teaching: Theory and Practice and has contributed to the handbook of narrative inquiry, two international handbooks of teacher education and two Self-Study of Teaching and Teacher Education Practices handbooks. She reviews for numerous journals and presents regularly at the American Educational Research Association, ISATT, and the Castle Conference sponsored by S-STTEP.

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