Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators

Faltis, Christian; Valdés, Guadalupe

doi:10.3102/978-0-935302-48-6_8

Cited by 111 publications

(100 citation statements)

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“…In contrast, Faltis and Valdés (2016) include knowledge represented across all domains presented in Menken & Antuñez's framework. Faltis and Valdés also raise issues, however, with some of the scholarship and empirical research that has frequently been used in teacher preparation, asserting that it is often extraneous to K-12 populations and thus not applicable to teacher preparation.…”

Section: Teacher Preparation Focused On the Needs Of Ebsmentioning

confidence: 99%

“…Accordingly, teachers who understand the role of EBs' L1 literacy in the development of a second language are more inclined to incorporate and/or accommodate bilingual strategies that reflect an asset-view of students' L1 proficiency. Although there are many settings where teachers do not share EBs' first language, this knowledge is instrumental in the ways in which they view language and the extent to which they can encourage literacy practices in students' first language (Faltis & Valdés, 2016).…”

Section: L1 Literacy Although Opponents Of Bilingual Approaches Claimentioning

confidence: 99%

“…Faltis and Valdés (2016) review scholarship under the heading, Pedagogical Language Knowledge, attributed to Galguera's (2011) language-related teacher practices. This includes scholarship focused on language acquisition and bilingualism, the particular language practices and language demands of different subjects, and "language as a medium for learning in all learning tasks" (Faltis & Valdés,p.…”

Section: Teacher Preparation Focused On the Needs Of Ebsmentioning

confidence: 99%

“…More recently, Santos, Darling-Hammond, and Cheuk (2012), as part of Stanford University's Understanding Language Initiative, presented four principles reflected in the literature to meet the needs of EBs: language progressions, language supports, language demands, and language scaffolds. Most recently, Faltis and Valdés (2016) provided a comprehensive review (and critique) of scholarship focused on knowledge all teachers must have to be effective with EBs. Acknowledging that the vast majority of preservice teachers come from backgrounds that are dissimilar to the students they will serve and feel unprepared to meet EBs' needs, Faltis and Valdés focus on scholarship that has been used to inform specialist-certification, but assert that the knowledge should be used "to prepare all new teachers for teaching in linguistically diverse classrooms, with English language learners, students with multiple English competencies, and varieties of language that may or may not be shared by teachers" (p. 552).…”

Section: Teacher Preparation Focused On the Needs Of Ebsmentioning

confidence: 99%

“…We then turn to a brief review of the literature reflecting best practices for educating EBs. In consideration of concerns that teachers feel under-prepared to meet the needs of EBs (Ballantyne et al, 2008;Faltis & Valdés, 2016), we also review evidence of the relationship between teacher selfefficacy with teacher and student outcomes.…”

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Teacher preparation for emergent bilingual students: Implications of evidence for policy

López

Santibáñez

2018

EPAA

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Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with Teacher Preparation for Emergent Bilingual Students 2 similar EB student populations but disparate policies on ways to meet EBs' needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs' needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers' self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed. Keywords: English language learners; teacher preparation; teacher effectiveness Preparación del maestro para estudiantes bilingües emergentes: Implicaciones de la evidencia para la política Resumen: La falla en preparar adecuadamente a los maestros de estudiantes bilingües emergentes (EB) podría tener consecuencias devastadoras para el rendimiento estudiantil, la reclasificación de EB y, finalmente, la terminación de la escuela secundaria y la universitaria. Para mejorar el discurso político, exploramos cómo los requisitos de certificación docente se relacionan con el rendimiento estudiantil y la autoeficacia de los docentes en tres estados con poblaciones estudiantiles EB similares, pero con políticas distintas sobre cómo satisfacer las necesidades de EBs: Arizona, California y Texas. Para hacer esto, preguntamos: (1) ¿Qué tan bien preparan los estados a sus maestros para satisfacer las necesidades de los EB? (2) ¿Qué conocimiento específico para satisfacer las necesidades de EBs requieren los estados que sus maestros demuestren? (3) ¿Cómo se relacionan estos requisitos con las percepciones de los docentes acerca de su preparación para enseñar eficientemente EB? Encontramos que existen diferencias significantes en los tres estados en términos de qué tan bien preparan los EB, y estas tendencias se pueden discernir de sus requisitos de preparación del maestro. Al tanto la autoeficacia de los docentes no parece estar relacionada con la formación del docente en los primeros tres años de enseñanza, existe la ventaja de una formación más rigurosa a lo largo del tiempo. Implicaciones para la política se discuten. Palabras clave: Aprendices de inglés; preparación del maestro; efectividad del maestro Preparação de professores para estudantes bilíngües emergentes: implicações de evidên...

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Section: Teacher Preparation Focused On the Needs Of Ebsmentioning

confidence: 99%

Section: L1 Literacy Although Opponents Of Bilingual Approaches Claimentioning

confidence: 99%

Section: Teacher Preparation Focused On the Needs Of Ebsmentioning

confidence: 99%

Section: Teacher Preparation Focused On the Needs Of Ebsmentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher preparation for emergent bilingual students: Implications of evidence for policy

López

Santibáñez

2018

EPAA

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Promising Technologies and Their Uses for English Learners with Learning Disabilities

Fies

Ewoldt

2022

The TESOL Encyclopedia of English Language Teaching

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This entry is focused on the intersection of the learning needs of students who are English learners as well as students with learning disabilities, and promising digital technology tools and their pedagogically sound integration in classrooms with diverse learner populations. As this writing is contextualized in the tremendous impact of Covid‐19 on the education landscape, particular attention is paid to tools that are supportive of online learning. The authors include specific recommendations for technology integration, but also caution educators to proceed with careful attention to the needs of learners. In addition, they make the case that school administrators must support teachers through sustained professional development and through dedicated time for exploring and implementing technology enhancements.

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Plurilingual Learners and Schooling

Hawkins¹

2019

The Handbook of TESOL in K‐12

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Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators

Cited by 111 publications

References 0 publications

Teacher preparation for emergent bilingual students: Implications of evidence for policy

Teacher preparation for emergent bilingual students: Implications of evidence for policy

Promising Technologies and Their Uses for English Learners with Learning Disabilities

Plurilingual Learners and Schooling

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