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Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching

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서명/저자사항Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching.
개인저자Yi-Cline, Fenglan Nancy.
단체저자명University of Washington. Education.
발행사항[S.l.]: University of Washington., 2019.
발행사항Ann Arbor: ProQuest Dissertations & Theses, 2019.
형태사항213 p.
기본자료 저록Dissertations Abstracts International 81-02A.
Dissertation Abstract International
ISBN9781085730822
학위논문주기Thesis (Ed.D.)--University of Washington, 2019.
일반주기 Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Varghese, Manka M.
이용제한사항This item must not be sold to any third party vendors.This item must not be added to any third party search indexes.
요약This qualitative collective case study investigates how mainstream preservice secondary teachers in a university-based program learn to teach emergent bilinguals in their student teaching. Despite the facts that emergent bilinguals are the fastest growing but lowest performing student population in the U.S. and secondary emergent bilinguals are disproportionately represented in national rates of dropout and academic failure based on national testing results and statistical data, a large percentage of mainstream classroom teachers are underprepared to work with them. My dissertation captures what culturally and linguistically sustaining pedagogical tools mainstream preservice secondary teachers appropriate during student teaching
일반주제명Teacher education.
Multicultural education.
English as a second language--ESL.
언어영어
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