Preparing Culturally and Linguistically Responsive Teachers across Contexts: Community-Based Learning and Intercultural Telecollaboration
Year: 2020
Type: article
Abstract: Utilizing a three-paper structure, this dissertation examines complementary approaches to supporting teachers in learning from and with one another as a community of educators developing their expertise to teach culturally and linguistically diverse learners. The first approach of community-based learning has a longer research trajectory because it examines the context of face-to-face tutoring, in which teachers work directly with diverse learners in a physical setting as part of professional learning and move through a feedback cycle, planning – enacting – feedback - reflection. The second approach shifts into a growing area of interest, telecollaboration, for teacher educators, particularly in second and foreign language teaching. This approach of telecollaboration is also known as virtual exchanges, in which teachers build communities of practice with international teacher partners across cultures in online settings. The first paper, “Building Teachers’ Self-Efficacy by Infusing English Learner Supports into Professional Learning,” focuses on the community-based learning model that provides direct teaching opportunities for teachers in the United States to improve their instruction with English learners in a community setting. The second paper and third paper focus on the use of telecollaboration for teachers to become interculturally sensitive educators (Belz, 2003; Bohinski & Leventhal, 2015; Guth & Helm, 2010). In particular, the main body of the defense would be highlighting a single paper, the third paper, to allow for a deeper dive into rigor, rather than a more cursory tour of three papers, given the time constraints of the defense.
Author: WU Su-mei
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3192607741