This volume brings together a broad range of academics, school-based educators, and policymakers to address research, policy, and practice issues related to improving the education of English language learners in U.S. schools today. It emphasizes throughout that instructional improvements cannot be achieved via curriculum alone--teachers are key to improving the education of this large and growing population of students. The focus is on the quality of preparation and development of pre-service and in-service educators.
Contributors include leading educators and researchers in the field and from nationally recognized professional development programs. Their recommendations range from promising new professional development practices to radical changes in current state and federal policy.
Preparing Quality Educators for English Language Learners is an important resource to help teacher educators, administrators, and policymakers address critical issues as they develop programs for English language learners.
Table of Contents
Contents: D. Christian, Foreword. K. Téllez, H.C. Waxman, Preparing Quality Teachers for English Language Learners: An Overview of the Critical Issues. L. Minaya-Rowe, Training Teachers Through Their Students' First Language. E.E. Garcia, T. Stritikus, Proposition 227 in California: Issues for the Preparation of Quality Teachers for Linguistically and Culturally Diverse Students. S.L. Knight, D.L. Wiseman, Lessons Learned From a Research Synthesis on the Effects of Teachers' Professional Development on Culturally-Diverse Students. P. Gándara, J. Maxwell-Jolly, Critical Issues in Developing the Teacher Corps for English Learners. M. Calderón, Quality Instruction in Reading for English Language Learners. A. Reyes, Reculturing Principals as Leaders for Cultural and Linguistic Diversity. E.F. Suttmiller, M.L. González, Successful School Leadership for English Language Learners. H.C. Waxman, K. Téllez, H.J. Walberg, Future Directions for Improving Teacher Quality for English Language Leaners.
"This much needed volume focuses on preparing quality teachers for children who arrive in American schools without speaking English. Outstanding researchers in the area of English language learning describe the challenges facing teachers who have not been prepared to educate youngsters who do not understand them, the politics surrounding the education of these youngsters, and the high cost of leaving newly-arrived immigrant children behind. The nine well-documented and insightful essays challenge business-as-usual approaches to teacher education and argue for policies and practices that can improve the preparation of both teachers and school administrators. The volume is a 'must-read' for those concerned about the education of linguistic minority children."
"[This volume] responds to the issues raised by the quest for teacher quality for English language learner populations. [It] challenges us not only to think, but to act, and the authors provide us with some excellent pathways to follow."
Center for Applied Linguistics, From the Foreword