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The Miseducation of Hispanic Children: Preparing Preservice Teachers to Support Diverse Learners
Abstract
Future teachers must be prepared to use instructional strategies to support diverse students, especially English learners (ELs). Whether a student's first language is Spanish, Russian, etc., having access to native language is vital to support learning. Likewise, preparing K-12 teachers to employ appropriate pedagogical methods to support learning is critical. In two separate studies, the first author accumulated field notes and reflections on observations and events that occurred during a research study on the effectiveness of metacognitive strategies in supporting ELs' academic performance. These post-study reflections revealed distinct differences in first language support that may have impacted student learning. In one study, ELs had limited opportunities to access their first language. In a second study, ELs were provided multiple opportunities to access native language. The authors reflect on differing instructional approaches used with ELs, arguing that opportunities to access native language is essential in supporting English acquisition and academic learning/performance.
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