Early Childhood Coursework in the Preparation of Teacher Candidates for Linguistically and Culturally Diverse Students

Abstract

The continual growth of linguistically and culturally diverse students in schools proposes a challenge for teachers to address their academic and linguistic needs. Therefore, it is important to note the preparation of new teachers to address these needs. The purpose of this study is to explore what teacher candidates understand about teaching in linguistically diverse settings. This study reviewed the coursework understanding of three teacher candidates as they progressed through a teacher education program. Coursework was analyzed and coded using the framework of knowledge, skills, and dispositions (KSD’s) to investigate what teacher candidates understood. Commonalties and differences between teacher candidates’ coursework was also explored. As teacher candidates progressed through the teacher education program, they demonstrated a wealth of knowledge related to skills and strategies needed to support academic and second language development. Teacher candidates also demonstrated dispositions that align with advocating and supporting linguistically and culturally diverse students and their families. Implications of this study noted the importance of the integration and connections of KSD’s related to linguistic and cultural diversity throughout program courses, critical experiences, and diverse exposure of field placements, and in providing opportunity for reflections and application of these experiences into practice.