In this study we examined three preservice elementary teachers’ (PSTs) use of mathematics tasks with English learners (ELs) during a field experience. For each of the first three weeks of the field experience, the PSTs were provided tasks for which to plan a lesson for a one-on-one session with an EL. Drawing on Brown’s (2009) notion of Pedagogical Design Capacity, we analyzed the PSTs’ lesson plans, weekly interviews, and written reflections to identify the ways in which the PSTs’ beliefs about, goals for, and experiences with the ELs impacted their use of the tasks. We were particularly interested in how the PSTs attended to the linguistic aspects of the tasks. We found that the PSTs’ overarching beliefs about teaching drove their desire to remove potential barriers and that they attempted to reduce students’ struggles by modifying the tasks that they were provided. The PSTs utilized a range of modifications, including replacing potentially unfamiliar words, changing contexts, and increasing the white space in the tasks. Though some of these strategies were successful in removing barriers, they did not always facilitate students’ linguistic development. Implications include the need for teacher educators to disrupt PSTs’ notions of effective teaching in the hopes their goals transition from removing barriers to providing scaffolds.

在这项研究中，我们考察了三位职前小学教师（PST）在野外体验中与英语学习者（EL）进行数学任务的情况。在实地经验的前三周中，每个PST都要提供任务，以计划与EL进行一对一会话的课程。借鉴Brown（2009）的教学设计能力概念，我们分析了PST的课程计划，每周访谈和书面反思，以确定PST的信念，目标和使用EL的经历如何影响EL的使用。任务。我们对PST如何参与任务的语言方面特别感兴趣。我们发现，PST的总体教学信念驱使他们消除潜在障碍的愿望，他们试图通过修改所提供的任务来减轻学生的挣扎。PST进行了一系列修改，包括替换可能不熟悉的单词，更改上下文以及增加任务中的空白。尽管其中一些策略在消除障碍方面取得了成功，但它们并不总能促进学生的语言发展。这意味着教师教育工作者需要破坏PST的有效教学观念，希望他们的目标从消除障碍过渡到提供支架。并增加任务中的空白。尽管其中一些策略在消除障碍方面取得了成功，但它们并不总能促进学生的语言发展。这意味着教师教育工作者需要破坏PST的有效教学观念，希望他们的目标从消除障碍过渡到提供支架。并增加任务中的空白。尽管其中一些策略在消除障碍方面取得了成功，但它们并不总能促进学生的语言发展。这意味着教师教育工作者需要破坏PST的有效教学观念，希望他们的目标从消除障碍过渡到提供支架。