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Journal of Pedagogy, Pluralism and Practice

Publication Date

Fall 2013

Abstract

This study provides an interdisciplinary interpretation of literacy practices in teacher education programs and offers ways that non-traditional experience, such as language immersion programs, would be of benefit to pre-service teachers as they learn about how to teach literacy. Coursework in literacy methods offers the knowledge and skills for teaching children who are English learners but may not provide insights into the language acquisition process or challenge teacher’s assumptions about linguistic minority children. Using a critical ethnographic design this study explores pre-service teacher perceptions of the language acquisition process and cultural difference during intensive linguistic and cultural immersion. This research adds to the discussion regarding the knowledge, skills and assumptions about teaching literacy to young English learners by providing evidence that foreign language and cultural immersion provides an experience in linguistic development and for challenging assumptions and beliefs about linguistic minority students.

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