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...
