Ester J. de Jong, EdD
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Expanding EAL expertise: Taking a multilingual stance

Expanding EAL expertise: Taking a multilingual stance

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...
Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study

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...
General Education Teacher Educators and English Language Learner Teacher Preparation: Infusion as Curricular Change

General Education Teacher Educators and English Language Learner Teacher Preparation: Infusion as Curricular Change

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...

A Multilingualism-as-a-Resource Orientation in Dual Language Education

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’...

Formalizing Language Teacher Association Leadership Development

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...
6 Opportunities and Dilemmas for TWI Programs at the Secondary Level

6 Opportunities and Dilemmas for TWI Programs at the Secondary Level

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...
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Keywords

bilingual education bilingualism Dual Language English as an Additional Language English instruction English Language Learners English language learners (ELLs) ESL/EFL heritage languages Integers Language language in education language maintenance Leadership Development Mathematical knowledge Mathematics education multilingualism Multilingual Pedagogies Pre-service Teacher Education Preservice teachers Reasoning teacher education teacher learning Two-way Immersion Programs Vocabulary

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Gainesville, FL 32606
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University of Florida
College of Education
2413 Norman Hall
PO Box 117048
Gainesville FL 32611
352-273-4227
edejong@coe.ufl.edu

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