NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1169402
Record Type: Journal
Publication Date: 2018-Mar
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1365-4802
Linguistically Responsive Professional Development: An Apprenticeship Model
Heineke, Amy; Papola-Ellis, Aimee; Cohen, Sarah; Davin, Kristin
Improving Schools, v21 n1 p32-47 Mar 2018
Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A