Teacher educators today need knowledge and practical ideas about how to prepare all pre-service and in-service teachers (not just bilingual or ESL specialists) to teach the growing number of students in K-12 classrooms in the United States who speak native languages other than English. This book is at the forefront in focusing exclusively on the preparation of mainstream classroom teachers for this population of students. Part one provides the conceptual and contextual framework for the book, including a comprehensive discussion of relevant demographic trends and an analysis of national and state policies. Part two presents examples of initiatives in different institutional and geographic settings, highlighting three essential elements of teacher preparation: curriculum content, program design, and program coherence.
Meeting a pressing need among teacher educators left to figure out, largely by trial and error, how best to prepare non-specialist classroom teachers to work with ELLs, this book both contributes to the research base and provides practical information to help readers envision possibilities they can apply in their own settings.
Foreword, Ken Zeichner
Preface
Acknowledgments
Part I. Conceptual and Contextual Foundations
1. Language, Schooling, and the Preparation of Teachers for Linguistic
Diversity, Tamara Lucas
2. English Language Learners in American Schools: Characteristics and
Challenges, Guadalupe Valdés and Martha Castellón
3. Preparing Teachers for English Language Learners: The Policy Context, Ana
María Villegas and Tamara Lucas
Part II. Developing Teacher Expertise for Educating English Language
Learners
Curriculum Content
4. A Framework for Preparing Linguistically Responsive Teachers, Tamara Lucas
and Ana María Villegas
5. "Accommodating Diversity": Preservice Teachers Views on Effective
Practices for English Language Learners, Ester J. de Jong and Candace A.
Harper
6. Systemic Functional Linguistics, Teachers Professional Development, and
ELLs Academic Literacy Practices, Meg Gebhard, Jerri Willett, Juan Pablo
Jimenez, and Amy Piedra
7. "Weve Let Them in on the Secret": Using SFL Theory to Improve the
Teaching of Writing to Bilingual Learners, María Estela Brisk and Margarita
Zisselsberger
Program Design
8. Preparing Teachers to Reach English Language Learners: Preservice and
Inservice Initiatives, Constance Walker and Karla Stone
9. Fostering Collaboration Between Mainstream and Bilingual Teachers and
Teacher Candidates, Karen Sakash and Flora Rodriguez-Brown
10. The Growth of Teacher Expertise for Teaching English Language Learners: A
Socioculturally-Based Professional Development Model, Aída Walqui
11. Toward Culturally and Linguistically Responsive Teacher Education: The
Impact of a Faculty Learning Community on Two Teacher Educators, Mileidis
Gort, Wendy Glenn, and John Settlage
Program Coherence
12. Toward Program-Wide Coherence in Preparing Teachers to Teach and Advocate
for English Language Learners, Steven Z. Athanases and Luciana de Oliveira
Conclusion
13. Toward the Transformation of Teacher Education to Prepare All Teachers
for Linguistically Diverse Classrooms, Tamara Lucas, Montclair State
University
About the Authors
Index
Tamara Lucas is Associate Dean of the College of Education and Human Services and Professor of Educational Foundations at Montclair State University.
