Journal of Pedagogy, Pluralism, and Practice

Publication Date

Fall 2013


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.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.