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 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...
