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Current Work
Expanding EAL expertise: Taking a multilingual stance
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 their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.
Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study
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
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
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
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
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...
An Exploration of Preservice Teachers’ Reasoning About Teaching Mathematics to English Language Learners
Abstract: 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...
Beyond compliance: ESL faculty’s perspectives on preparing general education faculty for ESL infusion Authors
Abstract: 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...
Two‐Way Immersion
Teacher Training and Professional Development Bilingual Teacher Education Abstract: 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...