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ERIC Number: EJ1154607
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0162-6620
Lessons from Two Exemplary Latin@ Teachers of Emergent Bilingual Learners: How All Preservice Teachers Can Be Prepared to Teach Culturally and Linguistically Diverse Students
Evans, Leanne M.
Action in Teacher Education, v39 n3 p307-320 2017
The number of students designated as English language learners enrolled in U.S. schools is rapidly increasing, and because of this shifting cultural and linguistic landscape, it is essential that all teachers have the skills to effectively work with students who have a language other than English spoken at home. Using the framework of exemplary teacher studies in the field of literacy, the author examined the knowledge and experiences of two Latin@ teachers of emergent bilingual learners. Findings suggest that the teachers exhibited three significant characteristics as they worked to meet the language and literacy needs of their students. These characteristics included an ethic of relationship building, decision making based on shared knowledge, and a resolve to expand their discourse community. The author outlined foundational tenets for teacher educators as they reenvision the notion of the exemplary teacher in preparing all preservice teachers to be confident, exemplary teachers of linguistically diverse learners.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A