Internationalizing Literacy Coursework: Igniting Pre-service Teachers’ Inquiry About Self, Diverse Learners, and the World

Natalia Ward; Renee R. Moran; Shuling Yang; Karin Keith

doi:10.1007/978-3-030-89635-5_6

Internationalizing Literacy Coursework: Igniting Pre-service Teachers’ Inquiry About Self, Diverse Learners, and the World

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter describes a research study conducted with preservice teachers in an American university in the Appalachian area of the U.S. Being aware of their mainly monolingual preservice teachers’ limited experiences with other cultures and languages, the authors integrated an internationalization project in a literacy education course in their K-5 teacher preparation curriculum. The analysis of preservice teachers’ reflective narratives used as part of the project demonstrated their increased awareness about linguistic and cultural diversity and a shift from deficit to an asset-based orientation towards diverse learners. This study showcases what the integration of internationalized course design and reflection can afford to teacher preparation programs.

Original language	American English
Title of host publication	Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives
DOIs	https://doi.org/10.1007/978-3-030-89635-5_6
State	Published - Apr 8 2022

Disciplines

Language and Literacy Education
Teacher Education and Professional Development

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https://doi.org/10.1007/978-3-030-89635-5_6

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abstract = " This chapter describes a research study conducted with preservice teachers in an American university in the Appalachian area of the U.S. Being aware of their mainly monolingual preservice teachers{\textquoteright} limited experiences with other cultures and languages, the authors integrated an internationalization project in a literacy education course in their K-5 teacher preparation curriculum. The analysis of preservice teachers{\textquoteright} reflective narratives used as part of the project demonstrated their increased awareness about linguistic and cultural diversity and a shift from deficit to an asset-based orientation towards diverse learners. This study showcases what the integration of internationalized course design and reflection can afford to teacher preparation programs.",

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AB - This chapter describes a research study conducted with preservice teachers in an American university in the Appalachian area of the U.S. Being aware of their mainly monolingual preservice teachers’ limited experiences with other cultures and languages, the authors integrated an internationalization project in a literacy education course in their K-5 teacher preparation curriculum. The analysis of preservice teachers’ reflective narratives used as part of the project demonstrated their increased awareness about linguistic and cultural diversity and a shift from deficit to an asset-based orientation towards diverse learners. This study showcases what the integration of internationalized course design and reflection can afford to teacher preparation programs.

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UR - https://doi.org/10.1007/978-3-030-89635-5_6

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ER -

Internationalizing Literacy Coursework: Igniting Pre-service Teachers’ Inquiry About Self, Diverse Learners, and the World

Abstract

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