Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education

Lucas, Tamara; Villegas, Ana María

doi:10.1080/00405841.2013.770327

Cited by 393 publications

(279 citation statements)

References 25 publications

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“…Teaching is a complex craft, and highly skilled teachers in general and of ELs in particular appear to have a unique combination of knowledge, skills, and dispositions that lead to positive learning outcomes for students (August & Hakuta, 1997;Lucas & Villegas, 2013;Lucas, Villegas, & Freedson-Gonzalez, 2008;Reeves, 2009;Wong-Fillmore & Snow,2000). Recent trends in the field of EL teacher education have aimed to capture what effective teachers of ELs do in order to facilitate student learning (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2008;de Jong, Harper, & Coady, 2013;Goldenberg,2008).…”

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confidence: 99%

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

et al. 2019

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Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These methods have been used across the teaching profession with generalized student populations. The Danielson Group Framework for Teaching (FFT) is one observation protocol that has been used throughout the United States as a tool to examine teacher effectiveness in the context of teacher evaluations (Campbell & Ronfeldt, 2018, American Educational Research Journal, 55, 1233). In its traditional form, the FFT protocol does not capture the specialized work of teachers of English learner (EL) students in mainstream inclusive classrooms. This article examines the modification and validation of an EL‐modified FFT observation protocol across two of the four domains of the FFT. Findings demonstrate that the EL‐modified FFT instrument is both valid and reliable as an observation tool for teachers of EL students in mainstream inclusive classrooms.

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Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

et al. 2019

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“…In another framework for improving the preparation of content area teachers working with multilingual learners, Lucas and Villegas (2013) proposed a model for the preparation of linguistically responsive teachers . They concluded that even experienced teachers need a number of years to develop the knowledge and skills to support linguistically responsive teaching in secondary content areas, such as science.…”

Section: Supporting Teachers In Rethinking the Relationship Between Smentioning

confidence: 99%

Next generation sheltered instruction to support multilingual learners in secondary science classrooms

Buxton

Caswell

2020

Science Education

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Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs and interviews, we examine how secondary grades science teachers' participation in our professional learning framework and subsequent enactments of an initial set of project instructional practices led these teachers to articulate nuanced and strategic adaptations to the initial practices to better meet the needs of the multilingual learners in their classrooms. We found that teachers moved away from implementing sheltered instruction practices based on general principles or formal classifications, such as students' English language proficiency level, instead taking a more nuanced approach to adopting, adapting and rejecting practices based on perceived needs, assets, and personal knowledge about individual multilingual students in the specific disciplinary context of science. Based on this analysis, we conceptualize and refine what we now see as a new and exploratory set of Next Generation Sheltered Instruction practices for integrating science and language to support multilingual learners in secondary science classrooms in the age of the NGSS.

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“…Increasingly, these students are being moved into mainstream classes with native-English speaking peers (de Jong, Harper, & Coady, 2013;Peercy & Martin-Beltrán, 2012;Platt, Harper, & Mendoza, 2003), thus all teachers-and not just language specialists-are rapidly becoming responsible for teaching culturally and linguistically diverse students. A remaining problem is that most elementary teachers receive little or no preparation to guide them in doing so (Ballantyne, Sanderman, & Levy, 2008;Lucas & Villegas, 2013). In fact, less than 20% of preservice programs for elementary and secondary teachers require any coursework on the topic of educating ELs, and fewer than one third require candidates to work with ELs during field placements (U.S. Government Accountability Office, 2009).…”

Section: Introductionmentioning

confidence: 98%

Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners

Daniel

Peercy

2014

Action in Teacher Education

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Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and challenges in providing preservice elementary teachers with opportunities to learn about educating students learning English as an additional language. A key finding is that all teacher educators who participated in this study felt responsible for and made efforts to guide teacher candidates to educate linguistically diverse students in elementary classroom settings, but they did not work toward this goal collectively or cohesively. Implications for integrating preparation of teachers to work with English learners in preservice teacher education, such as distributed leadership among faculty, are discussed.

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Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education

Cited by 393 publications

References 25 publications

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

Next generation sheltered instruction to support multilingual learners in secondary science classrooms

Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners

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