The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners

Classrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3...

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Autor principal:	Theodora Kapoyannis
Formato:	article
Lenguaje:	EN FR
Publicado:	Language and Literacy Researchers of Canada 2021
Materias:	Theory and practice of education LB5-3640 Language and Literature P
Acceso en línea:	https://doaj.org/article/bc62eb49c8184ddcb4a4b6e619d2b7d2
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spelling	oai:doaj.org-article:bc62eb49c8184ddcb4a4b6e619d2b7d22021-11-18T12:19:27ZThe Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners10.20360/langandlit295101496-0974https://doaj.org/article/bc62eb49c8184ddcb4a4b6e619d2b7d22021-10-01T00:00:00Zhttps://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29510https://doaj.org/toc/1496-0974 Classrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3 to design and implement a literacy intervention that focused on cultivating literacy engagement to foster English language development. This paper documents the positive impact the implementation of the literacy intervention, also known as the Name Jar Project, had on supporting the preservice teachers’ emerging practice. Analysis of focus group data, preservice teachers’ written reflections, and field notes revealed that (a) the preservice teachers, through their informal learning experiences, were able to empathize with the ELLs’ strengths and challenges of learning English; (b) the service learning model provided a safe learning environment for preservice teachers to gain practical experience working with ELLs; and (c) through the research design, preservice teachers connected practice and theory to inform their future teaching experiences. Theodora KapoyannisLanguage and Literacy Researchers of CanadaarticleTheory and practice of educationLB5-3640Language and LiteraturePENFRLanguage and Literacy: A Canadian Educational e-journal, Vol 23, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	Theory and practice of education LB5-3640 Language and Literature P
spellingShingle	Theory and practice of education LB5-3640 Language and Literature P Theodora Kapoyannis The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
description	Classrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3 to design and implement a literacy intervention that focused on cultivating literacy engagement to foster English language development. This paper documents the positive impact the implementation of the literacy intervention, also known as the Name Jar Project, had on supporting the preservice teachers’ emerging practice. Analysis of focus group data, preservice teachers’ written reflections, and field notes revealed that (a) the preservice teachers, through their informal learning experiences, were able to empathize with the ELLs’ strengths and challenges of learning English; (b) the service learning model provided a safe learning environment for preservice teachers to gain practical experience working with ELLs; and (c) through the research design, preservice teachers connected practice and theory to inform their future teaching experiences.
format	article
author	Theodora Kapoyannis
author_facet	Theodora Kapoyannis
author_sort	Theodora Kapoyannis
title	The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
title_short	The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
title_full	The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
title_fullStr	The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
title_full_unstemmed	The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
title_sort	name jar project: supporting preservice teachers in working with english language learners
publisher	Language and Literacy Researchers of Canada
publishDate	2021
url	https://doaj.org/article/bc62eb49c8184ddcb4a4b6e619d2b7d2
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The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners

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