Date of this Version
Published in Bilingual Research Journal 40:2 (2017), pp 154-168.
This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research is necessary to understand how to support teachers.
Includes supplemental materials.