This study explores the professionalization of a group of 28 pre-service teachers, using a qualitative case study design and reflective practice as the analytical framework. The pre-service teachers were involved in a service learning project at a local middle school in the U.S. where they designed and taught a content area lesson to English language learners (ELLs). After the lesson, the pre-service teachers analyzed their experience through a reflective essay assignment. Findings indicated that the pre-service teachers recognized the need to adapt their lessons for ELLs in varying degrees primarily in the areas of language and content support. Reflective practice as a component of the process of providing sheltered instruction of English should serve as an instrumental part of preparing teachers to work in diverse educational contexts.
This article explores the first phase of an ongoing study with a group of pre-service teachers who are involved in a service learning project in a local middle school in the South Central region of the U.S.A. The aim of service learning is to “connect classroom content, literature, and skills to community needs” (Berger Kaye, 2010, p. 9). In this project, pre-service teachers planned and taught lessons for ELLs at the school. Inaddition, they reflected on this experience through reflective essay assignments. This was their first practical foray into the teaching of ELLs.Their reflections were analyzed using reflective practice as the analytical framework.
