Welcome to the InfoSci Platform
The Miseducation of Hispanic Children: Preparing Preservice Teachers to Support Diverse Learners

The Miseducation of Hispanic Children: Preparing Preservice Teachers to Support Diverse Learners

J. Elizabeth Casey, Selina V. Mireles
Copyright: © 2021 |Pages: 13
ISBN13: 9781799871521|ISBN10: 1799871525|ISBN13 Softcover: 9781799871538|EISBN13: 9781799871545
DOI: 10.4018/978-1-7998-7152-1.ch021
Cite Chapter Cite Chapter

MLA

Casey, J. Elizabeth, and Selina V. Mireles. "The Miseducation of Hispanic Children: Preparing Preservice Teachers to Support Diverse Learners." Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion, edited by Clint-Michael Reneau and Mary Ann Villarreal, IGI Global, 2021, pp. 326-338. https://doi.org/10.4018/978-1-7998-7152-1.ch021

APA

Casey, J. E. & Mireles, S. V. (2021). The Miseducation of Hispanic Children: Preparing Preservice Teachers to Support Diverse Learners. In C. Reneau & M. Villarreal (Eds.), Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion (pp. 326-338). IGI Global. https://doi.org/10.4018/978-1-7998-7152-1.ch021

Chicago

Casey, J. Elizabeth, and Selina V. Mireles. "The Miseducation of Hispanic Children: Preparing Preservice Teachers to Support Diverse Learners." In Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion, edited by Clint-Michael Reneau and Mary Ann Villarreal, 326-338. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7152-1.ch021

Export Reference

Mendeley
Favorite

Abstract

Future teachers must be prepared to use instructional strategies to support diverse students, especially English learners (ELs). Whether a student's first language is Spanish, Russian, etc., having access to native language is vital to support learning. Likewise, preparing K-12 teachers to employ appropriate pedagogical methods to support learning is critical. In two separate studies, the first author accumulated field notes and reflections on observations and events that occurred during a research study on the effectiveness of metacognitive strategies in supporting ELs' academic performance. These post-study reflections revealed distinct differences in first language support that may have impacted student learning. In one study, ELs had limited opportunities to access their first language. In a second study, ELs were provided multiple opportunities to access native language. The authors reflect on differing instructional approaches used with ELs, arguing that opportunities to access native language is essential in supporting English acquisition and academic learning/performance.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.