As the number of English Learners (ELs) in US schools continues to rise, the need for effective instructional strategies to bridge the achievement gap between these learners and their English-proficient peers becomes more crucial to reduce the inequality among language minority groups. This study explores how virtual simulation experiences shape communication strategies in teacher candidates when teaching real-life ELs, filling a research gap and informing future teacher preparation curricula. Focused on the real and simulated teaching encounters of teacher candidates via the TeachLivE platform, the study employs a case study approach to understand how these virtual experiences contribute to the practical application and transformation of teaching skills for effective EL communication. The research was conducted with teacher candidates pursuing Elementary and Secondary Education degrees at a large southeastern university in the United States, selected through purposive sampling. Data collection involved semi-structured interviews and was analyzed using Braun and Clarke's (2006) thematic analysis methodology. The findings indicate that virtual simulations are instrumental in enabling teacher candidates to apply theoretical knowledge in real-life settings, enhancing their communication strategies with ELs. This adaptation to teaching methods underscores the necessity for flexibility in multicultural and multilingual classrooms. The study addresses a significant need to close the gap in traditional teacher education practicums, which often inadequately prepare candidates for the complexities of teaching ELs. It contributes to the literature on the use of virtual simulations in teacher education by highlighting their potential to bolster teacher effectiveness and student outcomes in diverse settings. The paper suggests that future research should broaden the scope regarding participants, and longitudinal research could be conducted to get insights into the long-term impact of virtual simulation training on teacher practices and student outcomes.
Dr. JOYCE NUTTA, Committee Chair.
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