The Future of Education

Globally, there is a dire need to educate teachers on how to effectively work with consistently increasing numbers of non-native speakers (NNSs) who bring different socio-cultural, linguistic, ethnical and racial experiences into the classroom. The current refugee crisis affecting many European countries (1, 2) and the steady increase of refugees in the United States (3) warrant an explicit approach to preparing pre-service teachers for those challenges. To address this need, all undergraduate education majors at an American midsize university are required to pass a course in their second year of college that teaches them characteristics of non-native speakers, supporting educational laws, as well as research-evidenced teaching and assessing practices. It also engages them in ways to identify and process their own biases and preconceived notions in various projects. To apply the acquired knowledge, students are placed in public schools to work with a teacher on meeting the needs of nonnative speakers in their area of concentration. In the field, they conduct a case study that includes gaining background information on the student, planning and co-teaching lessons and assessing learner outcomes. In reflections they process their experiences. The audience learns about the course model and its variations over a six-year period and its pedagogical basis. The shared study results provide insight into the impact of these learning experiences on pre-service teachers (K-12th grade). They are based on post-course voluntary reflections (Likert scale and open ended questions) from 70 students in 12 course sections. Overall, significant increase in awareness of the unique needs of NNSs of course participants’ own preconceived notions about NNS were reported. Survey responders also highlighted their profound increase in confidence to advocate for NNSs in the future. Survey responders also expressed comfort in knowing about research-evidenced teaching and assessment strategies to meet NNSs’ needs. Based on this data, suggestions for similar pre-service teacher education models are provided to encourage other institutions of higher education to explore similar approaches.

Keywords: Multicultural education, preservice teachers

References:
[1] European Commission. (2015). Strengthening teaching in Europe: New evidence from teachers compiled by Euridice and CRELL, June 2015. Paris: European Commission.
[2] deWal Pastoor, L. (2016), "Rethinking Refugee Education: Principles, Policies and Practice from a European Perspective", Annual Review of Comparative and International Education 2016 (International Perspectives on Education and Society, Vol. 30), Emerald Group Publishing Limited, pp. 107-116.
[3] National Center for Education Statistics (2018). English language learners in public schools. The Condition of Education. Letter from the Commissioner.