Minnesota and Wisconsin Teachers of English to Speakers of Other Languages
This research study investigated the effect of Content-Based Instruction (CBI) and its influence on pre-service
teachers' (PSTs) perceptions of their existing knowledge and capabilities for teaching English language learners
(ELs). Our goal was to examine the PSTs’ development in content-based instruction during a 16-week CBI course
and their insights and changes resulting from the experience. The researchers hoped to determine what aspects of
CBI methodology were new, noteworthy and important for PSTs in order to identify what they were not receiving in
their general education teacher preparation courses. Over the course of three semesters, 49 participants took pre- and
post-course surveys comprised of open-ended questions and five Likert scale close-ended questions to measure their
insights and changes. Findings revealed substantial changes to pedagogical philosophy, instructional practices,
curricular and materials development, awareness of ELs’ needs, and stance toward advocacy.
Reynolds, Kate Mastruserio; Jiao, Jingjing.
Aha! Measuring pre-service teachers' learning of content-based instruction.
Minnesota and Wisconsin Teachers of English to Speakers of Other Languages.
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