Preparing Teacher Candidates to Work with English Language Learners

Authors

  • Linda Arnold
  • Patricia Davis-Wiley

Abstract

We know little about how teacher candidates are prepared to work with English language learners (ELLs) in mathematics classes. This qualitative study, based on interviews with 16 instructors of mathematics methods courses for pre-service teachers, examined instructors’ reported classroom practices regarding helping teacher candidates learn to work with ELLs in mathematics. Findings suggest that ELLs’ needs may not be addressed in mathematics methods classes for varied reasons. This study has implications for mathematics teacher educators, PreK-12 mathematics teachers, and higher education and district level staff members who provide professional development for teachers.

Downloads

Published

2024-01-30

Issue

Vol. 6 No. 1 (2015): Teaching for Excellence and Equity in Mathematics (TEEM)

Section

Articles

License

Authors of papers submitted to TEEM agree not to publish or submit for publication their paper while it is under consideration for TEEM. Authors agree to transfer copyright of the paper to TODOS, but still keep the right to share (without charge) print or electronic copies of their TEEM article with their students and colleagues. Authors may post a pdf of their article on their personal or school’s website after that article’s issue of TEEM has been made available to all on the TODOS webpage (since the most current TEEM issue is available only to TODOS members).