Department of Teaching, Learning and Teacher Education
Reading Aloud with Bilingual Learners: A Fieldwork Project and Its Impact on Mainstream Teacher Candidates
Date of this Version
Published in Action in Teacher Education, 34:276–294, 2012
This study describes the components of a field-based Read Aloud Project (RAP) in which teacher candidates create and implement language and literacy rich read-alouds for bilingual learners. In addition, an examination of the impact of such a project on several areas of teacher candidates’ pedagogical expertise reveals that the RAP produces positive learning experiences for teacher candidates and may be worth replicating in other teacher education contexts to support the preparation of linguistically responsive teachers.
Copyright © Association of Teacher Educators