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Alexandra Neves

FROM ESL STUDENTS TO BILINGUAL/ESOL TEACHERS--A JOURNEY


THE PEDAGOGICAL EXPERIENCES OF NON-NATIVE ENGLISH SPEAKER PRE-SERVICE TEACHERS IN A BILINGUAL/TESOL PROGRAM
2009. 204 S. 220 mm
Verlag/Jahr: VDM VERLAG DR. MÜLLER 2009
ISBN: 3-639-13818-X (363913818X)
Neue ISBN: 978-3-639-13818-4 (9783639138184)

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The rapid change in the U.S. school population has
fostered an ongoing debate over effective ways to
create inclusive contexts for second language
learning, as well as a growing concern for the
educational needs of English language learners
(ELLs). But what happens when former ELLs themselves
enter programs to become bilingual or ESOL teachers?
Are the same principles of inclusive learning and
concern for students educational needs taken into
consideration in training this special group of
teachers? These questions are discussed based on the
findings of a study at a U.S. university. The study
focuses on the pedagogical experiences of six non-
native English speaker (NNES) bilingual/ESOL pre-
service teachers, and examines how well the teacher
education program at the university meets the
educational needs of this group. Four emerging
themes are presented, along with recommendations for
teacher preparation programs.
Dr. Alexandra Neves is an Assistant Professor of Bilingual
Education at Western New Mexico University. Originally from
Brazil, she trained EFL teachers at UNISUL for many years. She
has written articles on language learning for TESOL and
Sonamidia Magazine. Her main interests are in the field of
language acquisition and teacher education.