ERIC Number: EJ1059303
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 14
Supporting Bilingual Learners and Their Families: Key Understandings for Pre-Service Teachers and the Institutions That Prepare Them
Commins, Nancy L.
Association of Mexican American Educators Journal, v8 n1 p102-111 2014
An essential component of successful schooling in linguistically and culturally diverse settings is the active involvement of parents and community members. This is made possible when teachers honor families' languages and cultural traditions and build upon them. Teacher preparation programs play a critical role in helping preservice teachers reject deficit views and recognize that issues of status, power, and economic circumstances all play a role in shaping outcomes for students. Part of the asset orientation that must be fostered in new teachers is the understanding that primary or home language development contributes to both the academic success of children and the well-being of linguistically and culturally diverse communities as a whole. The article provides specific examples of understandings that preparation programs can instill in new teachers so that they come to see community outreach as essential to creating a positive and supportive school environment for all learners.
Descriptors: Bilingual Students, Preservice Teachers, Preservice Teacher Education, Student Diversity, Culturally Relevant Education, Language Usage, Cultural Influences, Role of Education, Consciousness Raising, Social Influences, Beginning Teachers, Political Influences, Family School Relationship, Outreach Programs, Language Maintenance, Bilingual Education, Parent Participation, Indigenous Knowledge, Barriers, Public Education
Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: firstname.lastname@example.org; Web site: http://www.amae.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A