by Ester de Jong | Feb 16, 2020 | Multilingualism, Publications, Teacher Preparation
English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in...
by Ester de Jong | Dec 7, 2019 | Publications
This article explores the experiences of a Chinese language teacher in the United States and how she constructed and negotiated her professional identities during and after her teacher preparation in a U.S.‐based English as a second language (ESL) teacher preparation...
by Ester de Jong | Oct 28, 2019 | Publications, Teacher Preparation
To address the needs of English Language Leaners (ELLs) in grade-level content-area classrooms, teacher education programs are moving toward “infused” models of instruction where preservice general education courses include ELL-specific content. Little is known about...
by Ester de Jong | Apr 22, 2019 | Multilingualism, Publications
Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home...
by Ester de Jong | Dec 1, 2018 | Publications
Like many boards of directors, TESOL International Association has a system in place to support new board members, and to help them take on and carry out their roles and responsibilities efficiently and effectively. The informal and voluntary coaching-mentoring...
by Ester de Jong | Sep 9, 2018 | Publications
This chapter examines the current knowledge base related to secondary two-way immersion (TWI) programs, a growing segment within TWI. Although still only a small number nationwide, secondary TWI programs play an important role in sustaining high levels of language...
by Ester de Jong | Apr 1, 2018 | Publications, Teacher Preparation
Research indicates that many English learners (ELs) have not been effectively supported in meeting their academic learning goals. This explains, in part, the growing interest and corresponding research on the essential teacher knowledge-base for teaching ELs. Despite...
by Ester de Jong | Mar 13, 2018 | Publications, Teacher Preparation
The trend of placing English language learners (ELLs) in mainstream classrooms has teacher education programs developing their capacity to prepare all teachers to educate ELLs. This study examined how universities in Florida implement a professional development...
by Ester de Jong | Feb 12, 2018 | Multilingualism, Publications, Teacher Preparation
Teacher Training and Professional Development Bilingual Teacher Education Two‐way immersion (TWI) programs are one type of bilingual education programs that aims for bilingualism and biliteracy, age‐appropriate academic achievement, and cross‐cultural competence for...
