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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning
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Preparing Content Teachers to Work with Multilingual Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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Abstract:
It is well‐documented that content teachers (e.g., math, science, social studies, etc.) have not been adequately prepared to address the increasing number of multilingual students in their classes (Freeman & Freeman, 2014; Lucas, 2011). While many teacher education programs strive to prepare teachers during initial licensure programs (e.g., de Oliveira & Yough, 2015; Freeman & Freeman, 2014; Levine, Howard, & Moss, 2014) and recent work has focused on secondary teacher preparation at both pre‐service and in‐service levels (de Oliveira & Obenchain, 2018; de Oliveira, Obenchain, Kenney, & Oliveira, in press; de Oliveira & Shoffner, 2016; de Oliveira & Wilcox, 2017), the existing conceptual and empirical knowledge‐base for preparing pre‐ and in‐service content teachers is still in its infancy. Faltis and Valdés (2016) argue that what is known—albeit inconclusively—does nevertheless provide helpful guidance upon which we can all build. This chapter seeks to provide a sense of the issues, research, and practices that shape what we know while identifying fruitful directions for deepening the knowledge‐base for preparing K‐12 content teachers for multilingual learners.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; Education; Multilingual; Teacher Education and Professional Development
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URL: https://digitalcommons.unl.edu/teachlearnfacpub/332
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1336&context=teachlearnfacpub
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Reframing the space between: Teachers and learners in context
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In: Author (2018)
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Beliefs and Attitudes: How the Presence of English Language Learners in Mainstream Classrooms Affects Classroom Practices
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| 6 |
The effects of higher order thinking on student achievement and English proficiency
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In: INTESOL Journal; Vol. 13 No. 1 (2016) ; 2373-8936 (2016)
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Academic Success of English Language Learners: Are Mainstream Teachers Underprepared?
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| 8 |
Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
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In: INTESOL Journal; Vol. 12 No. 2 (2015) ; 2373-8936 (2015)
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| 9 |
ESL University Students' Testing Preferences
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In: INTESOL Journal; Vol. 10 No. 1 (2013) ; 2373-8936 (2013)
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| 10 |
Who Does What an Why?: ESL Administrators' Perspectives on the Roles of ESL Specialists and Mainstream Teachers
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In: INTESOL Journal; Vol. 9 No. 1 (2012) ; 2373-8936 (2012)
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| 11 |
Mainstream ESL Instructional Coaching: A Repeated Measures Replication Study
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In: INTESOL Journal; Vol. 9 No. 1 (2012) ; 2373-8936 (2012)
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| 12 |
Investigating the Efficacy and Sustainability of Instructional Coaching on Teacher Pedagogy
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