Content-Based Instruction for Emergent Bilinguals
Pat Draper, Mary F. Rice, Annela Teemant, Stefinee E. Pinnegar, Celina Lay, & Lauren Hutchings
Pat Draper is currently responsible for the TELL practicum for the pre-service teahcers. She has a master's degree in linguistics from the University of Utah. She has been an active participant in the design and implementation of the TELL courses from the beginning. She taught TELL courses in the Salt Lake City School District from 1997 through her retirement for SLCSD contributing to the endorsement of 1200 teachers. Across these years, she has regularly prepared facilitators for the Foundations and Family courses. In 2017, after 40 years in the classroom, she retired from teaching. From 2013 to 2017, she mentored new teachers in SLCSD through their first year of teaching. Most recently, she has been actively involved in redesigning the TELL courses and producing the instructional guides used in teaching them.
Mary F. Rice
Mary Frances Rice is an assistant professor of literacy at the University of New Mexico. She teaches writing pedagogy and digital composition. Her scholarship uses interdisciplinary approaches to study the literacies and identities of online teachers and learners. Mary was a postdoctoral researcher at the University of Kansas Center on Online Learning and Students with Disabilities. She is also an Online Learning Consortium Emerging Scholar and a Michigan Virtual Learning Research Institute fellow. Mary taught junior high English language arts, ESL, and reading support classes. She was also a Teaching English Language Learner (TELL) program instructor.
Annela Teemant is Professor of Second Language Education (Ph.D., Ohio State University, 1997) at Indiana University-Purdue University Indianapolis. Her scholarship focuses on developing, implementing, and researching applications of critical sociocultural theory and practices to the preparation of K-12 teachers of English Language Learners. Specifically, she has collaboratively developed and researched the Six Standards Instructional Coaching Model and pedagogy. She has been awarded five U.S. Department of Education grants focused on ESL teacher quality. She has authored more than 30 multimedia teacher education curricula and video ethnographies of practice and published in Teaching and Teacher Education, Urban Education, Teachers College Record, and Language Teaching Research. Her work describes how to use pedagogical coaching to radically improve the conditions of learning needed for multilingual learners. She has also taught adult intensive English in the United States, Finland, and Hungary.
Stefinee E. Pinnegar
A St. George native, Dr. Pinnegar graduated from Dixie College (now DSU) and Southern Utah State (now SUU). She taught on the Navajo Reservation then completed an M.A. in English at BYU. She taught for 5 years in Crawfordsville, Indiana. She then completed a PhD in Educational Psychology at the University of Arizona (1989). She was faculty at Western Michigan University in Kalamazoo, before coming to BYU. She helped develop and now directs the TELL program. She is Acting Dean of Invisible College for Research on Teaching, a research organization that meets yearly in conjunction with AERA. She is a specialty editor of Frontiers in Education's Teacher Education strand with Ramona Cutri. She is editor of the series Advancements in Research on Teaching published by Emerald Insight. She has received the Benjamin Cluff Jr. award for research and the Sponsored Research Award from ORCA at BYU. She is a founder of the Self-Study of Teacher Education Practices research methdology. She has published in the Journal of Teacher Education, Ed Researcher, Teachers and Teaching: Theory and Practice and has contributed to the handbook of narrative inquiry, two international handbooks of teacher education and two Self-Study of Teaching and Teacher Education Practices handbooks. She reviews for numerous journals and presents regularly at the American Educational Research Association, ISATT, and the Castle Conference sponsored by S-STTEP.
In preparation for becoming a future educator, Lauren Hutchings has dedicated her time to serving at schools in the community, advocated for students with learning disabilities, and has conducted research on student and school inclusion. Lauren is currently working on her bachelor's degree in Elementary Education at Brigham Young University. She is also an assistant for the TESOL program in the BYU McKay School of Education. After graduating from BYU Lauren is planning to teach in her community to touch the young minds of the rising generation. She also plans to pursue an advanced degree to further her skills as an educator.
, Rice, M. F.
, Teemant, A.
, Pinnegar, S. E.
, Lay, C.
, & Hutchings, L.
(n.d.). Content-Based Instruction for Emergent Bilinguals
. EdTech Books. https://edtechbooks.org/content_based_instru
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