ERIC Number: EJ795308
Record Type: Journal
Publication Date: 2005
Reference Count: 121
Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?
de Jong, Ester J.; Harper, Candace A.
Teacher Education Quarterly, v32 n2 p101-124 Spr 2005
This article presents a framework that identifies areas of expertise necessary for mainstream teachers to be prepared to teach in classrooms with native and non-native English speakers. Currently, explicit attention to the linguistic and cultural needs of English Language Learners (ELLs) is lacking in most teacher preparation programs. A recent AACTE survey of 417 institutes of higher education found that fewer than one in six required any preparation for mainstream elementary or secondary teachers regarding the education of ELLs. This finding suggests a tacit assumption that the preparation of teachers for diverse, native English-speaker classrooms can be easily extended to include ELLs. In this article the authors show that, while good teaching practices for native English speakers are often relevant for ELLs, they will be insufficient to meet their specific linguistic and cultural needs. The article consists of three parts. In the first part the authors examine the gap between good teaching practices for fluent English speakers and effective practices for ELLs as derived from assumptions about language and literacy development. The second part explores this knowledge and skill gap in the domain of culture. Based on these discussions, the authors then propose a framework that describes the nature of the knowledge and skills that teachers must have "in addition to" what they acquire through their regular teacher preparation. (Contains 2 figures.)
Descriptors: Teacher Effectiveness, Linguistics, Second Language Learning, Literacy, English (Second Language), Teaching Methods, Guidelines, Knowledge Base for Teaching, Student Needs, Teacher Education, Mainstreaming, Language Acquisition, Transfer of Training, Oral Language, Cultural Background
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Publication Type: Journal Articles; Reports - Descriptive
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