Department of Teaching, Learning and Teacher Education

 

Date of this Version

2017

Citation

Published in Bilingual Research Journal 40:2 (2017), pp 154-168.

doi 10.1080/15235882.2017.1304464

Comments

Copyright © 2017 the National Association for Bilingual Education; published by Routledge/Taylor & Francis Group. Used by permission.

Abstract

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.

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