Windows into the Classroom: An Analysis of Beginning Teachers' Literacy Experiences

This qualitative study examines how beginning teachers portray their literacy experiences when teaching in culturally and linguistically diverse classrooms. Using data collected from individually conducted interviews, the purpose was to gain a holistic understanding of the challenges facing beginning teachers during literacy instruction. Six elementary teachers, all graduates from a major university in the Pacific Northwest, with one to three years of teaching experience, participated in this investigation. Although the instructional context varied from teacher to teacher, the results reveal four areas of concern for teaching literacy: 1) student attributes; 2) instructional setting; 3) support network; and 4) professional learning. Understanding the concerns voiced by teachers provides a framework for a better understanding of the literacy challenges for all teachers in culturally and linguistically diverse classrooms.Villanueva, Delia and Mary Roe F. Windows into the Classroom: An Analysis of Beginning Teachers' Literacy Experiences. WSU McNair Journal. Fall 2005. p 155-166