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Journal article
ESOL pre-service teachers' culturally and linguistically responsive teaching in mixed-reality simulations
Information and learning science, Vol.122(1/2), pp.45-47
05/07/2021
Web of Science ID: WOS:000616659700001
Abstract
Purpose
Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students.
Design/methodology/approach
Using an embedded single case study, three PSTs' teaching simulations and interviews were collected and analyzed.
Findings
This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students' life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into content lessons, creating a challenging and supportive classroom and developing interactional scaffolding for ELs' language development. The findings also show that while PST participants perceived simulation technology as very beneficial, expanding the range of technological affordances could provide PSTs an opportunity to undertake a full range of critical teaching strategies for ELs.
Originality/value
This research contributes to broadening the realm of mixed-reality technology by applying it to ESOL teacher education and has implications for both ESOL teacher educators and simulation technology researchers.
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Details
- Title
- ESOL pre-service teachers' culturally and linguistically responsive teaching in mixed-reality simulations
- Publication Details
- Information and learning science, Vol.122(1/2), pp.45-47
- Resource Type
- Journal article
- Publisher
- Emerald Group Publishing
- Copyright
- Copyright © 2021, Emerald Publishing Limited
- Identifiers
- WOS:000616659700001; 99380463397206600
- Academic Unit
- School of Education
- Language
- English