Classroom, the We Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students

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Abstract

Developing teaching practices that meet the needs of Second Language Learners (SLL) calls for models of apprenticeship in which teacher candidates acquire competency on how to create learning spaces where students discover, experience and construct knowledge rather than solely practicing skills. The aforesaid argument has an implication when defining the competency of highly qualified teachers as framed by the No Child Left Behind (NCLB) Act. This article presents a three-step teacher development process requiring teacher candidates first to observe and analyze exemplary teaching practices. Secondly, to help them build expertise on how to question students to ignite their inquiry. And, thirdly, to develop and implement their practices to create a classroom as the wespace. The outcomes of this model suggest that highly qualified teachers could be better prepared to work with SLL when they are competent in creating inclusive, participatory learning environments, in which students are able to utilize, experiment, synthesize and evaluate knowledge.

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How to Cite
Rodriguez-Valls, F., & Ponce, G. (2013). Classroom, the We Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students. Education Policy Analysis Archives, 21, 55. https://doi.org/10.14507/epaa.v21n55.2013
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Author Biographies

Fernando Rodriguez-Valls, San Diego State University-IV Campus

Fernando Rodriguez-Valls research interests focus on Critical Literacy. He explores with teachers and students how using the written text as a starting point, students can read and respond to those texts to later convey their personal thoughts and reflections about those readings through the use of self-portrait poems, graffiti walls, short stories, and family cultural trees.

Gregorio Ponce

Gregorio Ponce is an associate professor and chair for the Division of Education. His research interests include the development of professional development activities that help K-12 teachers use non-traditional, interactive, student-centered strategies and tasks to help their students overcome their fears, frustrations, and anxieties about mathematics.