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The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students?
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Rethinking analogical reasoning: The power of stimuli and task framework in understanding biomedical science, technological advancements, and social interactions
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From Academic English to School Discourses: Reconceptualizing Academic Language
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The Association Between Parental Executive Function and Children’s Language Skills at 18 Months
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Invisible Identities: The Selective Racialization of Iranian Students
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THE EXPERIENCES OF KOREAN IMMIGRANT PARENTS OF CHILDREN WITH SPECIAL NEEDS IN THE AMERICAN SPECIAL EDUCATION SYSTEM
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De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners
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AN EVALUATION OF YOUTH MENTAL HEALTH FIRST AID TRAINING FOR AMERICORPS CLASSROOM EDUCATORS
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CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY
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How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers
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"We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching
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Abstract:
Educators can use digital tools to meet emergent bilingual students’ unique needs (e.g., Andrei, 2017; Liu, Navarrete, & Wivagg, 2014; Lund, 2008). However, language teachers generally feel unprepared to use technology with students even though many use digital tools in their daily lives (e.g., Dooly, 2009; Kessler, 2006). Research can further examine how to prepare teachers to leverage technology to support emergent bilingual learners. In this study, I used ethnographic methods to explore six pre-service teachers’ (PSTs) experiences learning about and using digital tools in ways intended to support emergent bilingual students. I interviewed the PSTs and observed their participation across student teaching and a concurrent practicum course. I analyzed these data through the lens of cultural-historical activity theory (Engeström, 2001; Yamagata-Lynch, 2010) to examine how PSTs navigated dynamic, interacting activity systems. I also drew on polyfocality to conceptualize learners’ attention on multiple physical and virtual resources during interactions. Findings revealed that the PSTs’ participation in teacher education was characterized by a shared responsibility where all the PSTs, their teacher educator, and mentor teachers contributed new digital tools and polyfocally co-constructed knowledge about the possibilities for classroom technology implementation. The shared responsibility and polyfocal co-construction of knowledge afforded the PSTs opportunities to learn in the moment, and many described their learning as “playing around.” It also afforded PSTs opportunities to reflect on their future practice and evaluate new technologies. Within student teaching, the PSTs sanctioned specific digital tools, but their emergent bilingual students deliberately made choices about technologies that would support their learning about self-chosen topics. Because of the ever-evolving nature of educational technology and students’ complex uses of multiple digital tools simultaneously, teachers must be prepared to continually explore new technologies, critically analyze their benefits, and use them in ways that afford their emergent bilingual students opportunities to make independent choices.
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Keyword:
cultural historical activity theory; Educational technology; emergent bilingual students; English as a second language; English to speakers of other languages; polyfocality; Teacher education
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URL: http://hdl.handle.net/1903/27235 https://doi.org/10.13016/denz-aw41
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Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs
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I Think I Can, I Think I Can: Exploring Predictors of College Student Resilience & Hope
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Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports
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AN ANALYSIS OF CODE SWITCHING EVENTS IN TYPICALLY DEVELOPING SPANISH-ENGLISH BILINGUAL CHILDREN
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EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS
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Exploring the Use of Cognitive Apprenticeship for Teachers and Students in Science Classrooms
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CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs
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Environmental Advocacy Messages: Relationships Between the Messages that Constituents Send to Decision Makers and Organizational Engagement
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