Teacher Candidates Develop and Apply Pedagogical Content Knowledge to Support Multilingual Learners

Authors

Kyongson Park, U of Michigan-DearbornFollow
Danielle L. DeFauw, University of Michigan - DearbornFollow

Abstract

To ensure English Learners (ELs) / Multilingual Learners (MLs) have access to well-prepared educators, one regional university integrates a seven-credit block of courses to ensure teacher candidates learn and apply English as a Second Language methods within clinical experiences. Teacher candidates must create a technology-integrated Sheltered Instruction Observation Protocol (SIOP) lesson plan by utilizing the following key strategies designed to support EL/MLs’ literacy development for academic purposes: adding both content and language objectives, building background knowledge through connecting students’ cultural experiences, and developing comprehensible input in different proficiency levels.

Author Bio

Dr. Kyongson Park is an assistant professor at the University of Michigan-Dearborn. She is interested in ESL/ bilingual education, pre- and in-service teacher education for multilingual learners, and collaboration for literacy. She can be reached at kyongson@umich.edu.

Dr. Danielle L. DeFauw is a professor at the University of Michigan - Dearborn. She is interested in pedagogical content knowledge of writing, writing assessment, and children’s literature. She can be reached at daniellp@umich.edu.

Recommended Citation

Park, Kyongson and DeFauw, Danielle L. (2024) "Teacher Candidates Develop and Apply Pedagogical Content Knowledge to Support Multilingual Learners," Michigan Reading Journal: Vol. 57: Iss. 1, Article 9.
Available at: https://scholarworks.gvsu.edu/mrj/vol57/iss1/9