Preparing Classroom Teachers to Succeed with Second Language Learners : Lessons from a Faculty Learning Community book cover
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Preparing Classroom Teachers to Succeed with Second Language Learners
Lessons from a Faculty Learning Community





ISBN 9780203766590
Published July 11, 2014 by Routledge
266 Pages

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Book Description

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve.

The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.

Table of Contents

Part 1: Defining the Problem Space and Possibilities 1. The Urgency of Preparing Teachers for Second Language Learners Elizabeth R. Howard, Thomas H. Levine, and David M. Moss 2. Teacher Educator Capacity to Prepare Preservice Teachers for Work with Emergent Bilinguals Thomas H. Levine and Elizabeth R. Howard 3. Recruiting and Organizing Learning among Busy Faculty Members Thomas H. Levine, Elizabeth R. Howard & Mileidis Gort Part 2: Revising Courses and Developing Practices 4. Using a Conceptual Frame to Infuse Material about Emergent Bilinguals into a Teacher Education Course Megan E. Staples and Thomas H. Levine 5. Solving Problems of Space, Time, and Knowledge: How to Fit Learning About Linguistic and Cultural Diversity into Teacher Education Courses Douglas Kaufman, Mary P. Truxaw, Alan S. Marcus, Sandra B. Billings, & Manuela Wagner 6. Teaching Preservice Teachers How to Learn From—and About—their Emergent Bilingual Students: The Foundation for Everything Else Douglas Kaufman 7. Leveraging Clinical Experiences to Prepare Teachers for Culturally and Linguistically Diverse Students Rebecca D. Eckert, Susan L. Payne, Robin E. Hands, and René Roselle Part 3: Assessing Outcomes and Learning Along the Way  8. Assessing Progress Within and Across Cohorts Elizabeth R. Howard, Megan E. Welsh, Thomas H. Levine, and David M. Moss 9. Instruction in Progress: In Search of Effective Practices for Emergent Bilinguals Cory Wright-Maley, Thomas H. Levine, and Eileen M. Gonzalez 10. From Professional Learning to Professional Action and Back Again Rachael Gabriel and Manuela Wagner 11. Preservice Teachers’ Evolving Knowledge and Practice Toward Linguistically—and Culturally—Responsive Pedagogy Wendy J. Glenn and Mileidis Gort Part 4: Moving Forward 12. Pathways to success: Models of Teacher Preparation for Cultural and Linguistic Diversity David M. Moss, j. Zack, and Susan L. Payne 13. Final Recommendations for Initiating a Faculty Learning Community Elizabeth R. Howard, Thomas H. Levine, and David M. Moss

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Editor(s)

Biography

Thomas Levine is an Associate Professor in the Department of Curriculum and Instruction of the Neag School of Education at the University of Connecticut, where he teaches social studies methods courses for elementary and secondary educators at both the graduate and undergraduate levels.

Elizabeth Howard is an Associate Professor in the Department of Curriculum and Instruction of the Neag School of Education at the University of Connecticut, where she teaches graduate courses related to the education of English Language Learners (ELLs). Together with Julie Sugarman, she is the author of Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms.

David Moss is an Associate Professor in the Department of Curriculum and Instruction of the Neag School of Education at the University of Connecticut. His published books include Reforming Legal Education: Law Schools at the Crossroads; Critical Essays on Resistance in Education; Interdisciplinary Education in an Age of Assessment; Portrait of a Profession: Teachers and Teaching in the 21st Century; and Beyond the Boundaries: A Transdisciplinary Approach to Learning and Teaching.