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 See Citation | Dec 7, 2019 | Publications
Abstract: 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...
by See Citation | Oct 28, 2019 | Publications, Teacher Preparation
Abstract: 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...
by See Citation | Apr 22, 2019 | Multilingualism, Publications
Abstract: 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’...
by See Citation | Dec 1, 2018 | Publications
Abstract: 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...
by See Citation | Sep 9, 2018 | Publications
Abstract: 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...
