Article
Creating an interactive virtual community of linguistically and culturally responsive content teaching for English learners in a TESOL program
Contemporary Issues in Technology and Teacher Education
(2018)
Abstract
This qualitative case study was framed by an experiential learning approach
organized around video resources and linguistically and culturally responsive
content teaching. The study explored an overarching research question: How did
teacher-learners in a grant project interact with a multimedia learning platform
that combined teaching video and VoiceThread presentation, called VT project,
designed to enhance their linguistically and culturally responsive content teaching
(LCRCT) for English learners (ELs)? Data included participants’ VT projects,
online and face-to-face class discussions, survey results, and final reflective papers
in two TESOL courses as part of a National Professional Development grant
program in a Midwestern University. Analyses demonstrated that the technologyassisted
course design generally promoted a critical habit of mind among teacherlearners
through opportunities to attentively notice and critically reflect on one’s
own and others’ teaching practices. Teacher-learners demonstrated a shared
ownership over their teaching processes while establishing a reflective discourse
community, where the LCRCT framework guided their learning and practices of
LCRCT for ELs. Study implications include ways for the teacher-learners to
transfer their learning from this reflective multimedia-supported TESOL program
into their classrooms, schools, and districts, as well as the challenges. The research
was conducted by the three instructors who designed and implemented the course.
Keywords
- Linguistically and Culturally Responsive Content Teaching,
- Shared Ownership,
- Multimedia Supported Collaboration
Disciplines
Publication Date
2018
Citation Information
Sujin Kim, Kim Song and Sarah Coppersmith. "Creating an interactive virtual community of linguistically and culturally responsive content teaching for English learners in a TESOL program" Contemporary Issues in Technology and Teacher Education Vol. 18 Iss. 2 (2018) p. 442 - 466 Available at: http://works.bepress.com/sarah-coppersmith/7/