Faculty First

Costa, Joana; McPhail, Gary; Smith, Janet; Brisk, María Estela

doi:10.1177/0022487104274119

Cited by 58 publications

(25 citation statements)

References 12 publications

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“…Structured and explicitly scaffolded opportunities have shown to enhance preservice teachers' beliefs and attitudes toward EAL students (Coates, 2016;Daniel, 2014;Pettit, 2011) and to facilitate theory to practice connections (Ariza, 2003;Salerno & Kibler, 2013). Other studies contest that, without program-wide 'infusion' of English language learner -specific knowledge and skills, it is unlikely that preservice candidates will be prepared to engage in practices that ref lect a specific understanding of EAL students and their needs (Costa, McPhail, Smith, & Brisk, 2005;Levine & Howard, 2014;Nutta, Mokhtari, & Strebel, 2012). Moreover, without attention to the preparation of general education teacher educators, opportunities to meaningfully include more specialized knowledge and skills related to EAL teaching and learning into their course work are likely to be greatly diminished (de Jong, Naranjo, Li, & Ouzia, 2018;Faltis & Valdés, 2016).…”

Section: Preparing Teachers To Work With Eal Students: a North Americmentioning

confidence: 99%

Expanding EAL expertise: Taking a multilingual stance

Jong

J²

2019

TiC

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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.

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Section: Preparing Teachers To Work With Eal Students: a North Americmentioning

confidence: 99%

Expanding EAL expertise: Taking a multilingual stance

Jong

J²

2019

TiC

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“…They fully satisfied requirements of two courses intended to prepare history teachers to work with BLs in which they practiced analyzing language demands of history and writing language objectives. Such coursework was developed in a program with a longstanding commitment to equipping teachers (and teacher educators) with knowledge and skills to work with BLs (Costa, McPhail, Smith, & Brisk, 2005;Schall-Leckrone & McQuillan, 2014). Given these factors, why did history teachers, who voluntarily participated in this study and were familiar with its objectives, neglect to identify and teach the language demands of history texts and tasks?…”

Section: How Novice Teachers Taught Language Demands Of Historymentioning

confidence: 99%

Genre Pedagogy: A Framework to Prepare History Teachers to Teach Language

Schall-Leckrone

2016

TESOL Q

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This qualitative research study examined how two novice secondary teachers drew on preservice preparation to teach language demands of their content area to bilingual learners in urban high schools in a city in the northeastern United States. Data sources included videotaped class observations, lesson plans and teaching materials, and semistructured interviews to elicit participants' perspectives on how they taught language. Findings suggest that participants integrated significant components of language teaching into content instruction, such as explicit vocabulary instruction and group activities organized around structured interactions with classmates and texts, but did not consistently teach language. The implication is that novice teachers need more guidance to identify and teach linguistic features of content tasks and texts. Accordingly, this article proposes a genre‐based framework to teach language illustrated with classroom scenarios that demonstrate how linguistic analysis and cognitive scaffolds can be incorporated into brief targeted activities that support both language and conceptual development. Although recommendations are based on history genres, implications of this analysis may be relevant to a broad group of researchers, teacher educators, and teachers focused on promoting disciplinary literacy in secondary content classes for bilingual learners.

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“…Although in the past 10 years the Department of Public Instruction of North Carolina has devoted considerable human and financial resources for in-service training in response to its growing numbers of English learners (for a summary of recent efforts, see Lachance & Marino, 2012), Costa, McPhail, Smith, and Brisk (2005) have, nevertheless, indicated how relatively few teachers are prepared to work with English learners through teacher education programs. In addition, most teachers do not receive such opportunities to learn later in their careers.…”

Section: Beyond "Commodified Knowledge"mentioning

confidence: 99%

“…An additional and important perspective is the role of university educators in the process of preparing teachers to work with English learners. Varghese and Jenkins (2005) note the marginalization of ESL education in U.S. discussions about the professionalization of teaching and support the idea of including ESL content in teacher preparation, and Costa et al (2005) explain that "the responsibility lies with the faculty first, rather than with the students" (pp. 116-117), an argument that resonates with O'Hara and Pritchard's (2008) call for teacher educator professional development.…”

Section: Taking Professional Development Personallymentioning

confidence: 99%

“I Understand the Struggle”: Leveraging the Lived Experiences of African American Teachers in TESOL

Siefert

Salas

D’Amico

2015

TESOL J

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Although TESOL in‐service teacher education committed to culturally sustaining pedagogy (Paris, 2012) has underscored the critical role of teachers' professional subjectivities for student achievement, relatively few studies have attempted to capture the perspectives of African American classroom teachers working with English language learners in U.S. contexts. The authors bring qualitative data from a participatory study to argue that the vivencias of Ellie Washington, an African American first‐grade teacher born and raised in the segregated southern United States, was the lens through which she understood the TESOL in‐service development in which she had participated 5 years earlier, her advocacy for Latino transnationals, and her hesitations about the exclusivity of ESL programming. Extending contemporary conversations about teacher quality in the “aftermath of scripted curriculum policies” (Maniates & Mahiri, 2011, p. 10), this article centers on how Washington's lived experiences shaped her interactions with Latino immigrant schoolchildren in rural North Carolina. The authors argue that, in spite of a needed emphasis on developing classroom teachers' sociocultural competencies for working with children of immigration, too often there is an erasure of the lived experiences of teachers of color and the funds of knowledge (Moll, 2014) those experiences potentially represent for highly qualified teaching.

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Faculty First

Cited by 58 publications

References 12 publications

Expanding EAL expertise: Taking a multilingual stance

Expanding EAL expertise: Taking a multilingual stance

Genre Pedagogy: A Framework to Prepare History Teachers to Teach Language

“I Understand the Struggle”: Leveraging the Lived Experiences of African American Teachers in TESOL

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