Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Authors

DOI:

https://doi.org/10.52242/gatesol.116

Abstract

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed.

Keywords
practitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

Author Biographies

  • Lindsey A. Chapman, University of Florida

    Dr. Lindsey A. Chapman, Clinical Assistant Professor, Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL; email [email protected]; ORCID 0000-0001-7515-5013

  • Chelsea T. Morris, University of West Georgia

    Dr. Chelsea T. Morris, Assistant Professor, Department of Literacy and Special Education, University of West Georgia, Carrollton, GA; email [email protected]; ORCID 0000-0002-4266-5559

  • Katherine B. Green, University of West Georgia

    Dr. Katherine B. Green, Associate Professor, Department of Literacy and Special Education, University of West Georgia, Carrollton, GA; email [email protected]; ORCID 0000-0001-8280-5061

Practitioner Inquiry in ESOL Contexts (Chapman et al., 2021)

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Published

07/30/2021

Issue

Vol. 31 No. 1: Summer 2021

Section

Pedagogical Practices, Programs, Policy, and Perspectives

How to Cite

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts. (2021). GATESOL Journal, 31(1), 36–46. https://doi.org/10.52242/gatesol.116