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Article
Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education
Journal of the Association of Mexican American Educators
  • Ambareen Nasir
  • Amy J. Heineke, Loyola University Chicago
Document Type
Article
Publication Date
1-1-2014
Disciplines
Abstract
This study investigates how early clinical experiences impact teacher candidates’ learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of additive language policies, use of cultural tools in academic contexts, and linguistic validity in assessments.
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Author Posting. © Association of Mexican-American Educators, 2014. This article is posted here by permission of the AMAE for personal use, not for redistribution. The article was published in the Journal of the Association of Mexican American Educators, Volume 8, Issue 1, 2014.

Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Citation Information
Nasir, A and AJ Heineke. "Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education" in Journal of the Association of Mexican American Educators 8(1), 2014.