Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners

Document Type

Article

Publication Date

2008

Journal / Book Title

Journal of Teacher Education

Abstract

Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.

DOI

10.1177/0022487108322110

Journal ISSN / Book ISBN

0022-4871

Published Citation

Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education, 59(4), 361-373. https://doi.org/10.1177/0022487108322110

Link to Full Text
Link to Publisher
Link at MSU

Share

COinS