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Preservice Teachers' Implementation of Academic Language After Engaging in Literature Circles

Preservice Teachers' Implementation of Academic Language After Engaging in Literature Circles

Virginie Jackson, Neporcha Cone
Copyright: © 2024 |Pages: 23
ISBN13: 9798369305379|ISBN13 Softcover: 9798369305386|EISBN13: 9798369305393
DOI: 10.4018/979-8-3693-0537-9.ch004
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MLA

Jackson, Virginie, and Neporcha Cone. "Preservice Teachers' Implementation of Academic Language After Engaging in Literature Circles." Supporting Activist Practices in Education, edited by Natasha N. Ramsay-Jordan and Andrea N. Crenshaw, IGI Global, 2024, pp. 55-77. https://doi.org/10.4018/979-8-3693-0537-9.ch004

APA

Jackson, V. & Cone, N. (2024). Preservice Teachers' Implementation of Academic Language After Engaging in Literature Circles. In N. Ramsay-Jordan & A. Crenshaw (Eds.), Supporting Activist Practices in Education (pp. 55-77). IGI Global. https://doi.org/10.4018/979-8-3693-0537-9.ch004

Chicago

Jackson, Virginie, and Neporcha Cone. "Preservice Teachers' Implementation of Academic Language After Engaging in Literature Circles." In Supporting Activist Practices in Education, edited by Natasha N. Ramsay-Jordan and Andrea N. Crenshaw, 55-77. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-0537-9.ch004

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Abstract

This chapter highlights the ways in which preservice teachers incorporate culturally responsive literacy lessons by integrating academic language supports while working with elementary-school students after engaging in multicultural literature circles. The authors sought to prepare teacher candidates for the demands of today's classrooms by using literature circles—a small group of individuals who gather to discuss and analyze a specific piece of literature, fostering collaborative exploration and understanding of the text—that were culturally responsive and incorporated academic language supports as a teaching strategy. Twenty-five junior year teacher candidates were evaluated during a semester-long literacy methods course conducted in southeastern, United States. The findings highlight the importance of supporting preservice teachers as they cultivate the ability to foster learning in culturally and linguistically diverse students.

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