Learning from Analyzing Linguistically Diverse Students’ Work: A Contribution of Preservice Teacher Inquiry

Steven Z. Athanases, Joanna Wong

Research output: Contribution to journalArticlepeer-review


One task of Feiman-Nemser’s teacher learning model—develop tools and dispositions to study teaching—frames how we organized learning opportunities during teacher preparation. We explored how and to what degree preservice teachers used teacher inquiry to analyze linguistically diverse students’ work through an asset-based lens, beyond deficit perspectives, attending to student learning that was present. Preservice teachers reflected on practice and varied in how they integrated knowledge of students and linguistic diversity in inquiry.
Original languageAmerican English
JournalThe Educational Forum
StatePublished - 2018


  • English language arts
  • English language learners (ELLs)
  • English learners (ELs)
  • emergent bilingual learners
  • preservice teachers
  • teacher education
  • teacher learning
  • teacher professional development


  • Bilingual, Multilingual, and Multicultural Education
  • Teacher Education and Professional Development
  • Linguistics

Cite this