Expanding EAL expertise: Taking a multilingual stance
DOI:
https://doi.org/10.21153/tesol2019vol28no1art907Keywords:
pre-service teacher education, EAL, English language learners, multilingual pedagogiesAbstract
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.
Metrics
References
Ariza, E. N. (2003). TESOL tutor time homework center: A collaboration of volunteer preservice teachers in the public elementary schools. Urban Education, 38(6), 708-724. doi:10.1177/0042085903257316
Ballantyne, K. G., Sanderman, A.R., & Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition.
Catalano, T. & Hamann, E.T. (2016). Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs. Bilingual Research Journal, 39(3-4), 263-278. doi:10.1080/15235882.2016.1229701
Coady, M., Harper, C., & de Jong, E. (2011). From preservice to practice: Mainstream elementary teacher beliefs of preparation and efficacy with English language learners in the state of Florida. Bilingual Research Journal, 34(2), 223-239. doi:10.1080/15235882.2011.597823
Coady, M. R., Harper, C., & de Jong, E. J. (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50(2), 340-368. doi:10.1002/tesq.223
Coates, P. W. (2016). To build a culturally sensitive educator: A clinical model highlighting the importance of innovative ESL strategies in early field placement classes teaching ELL middle level students. Theory and Practice in Language Studies, 6(3), 445-451. doi:http://dx.doi.org/10.17507/tpls.0603.01
Coleman, J. (2012), Moving beyond an ‘instrumental’ role for first languages of English language learners. TESOL in Context, 22 (1), 18-37.
Costa, J., McPhail, G., Smith, J., & Brisk, M. E. (2005). Faculty first: The challenge of infusing the teacher education curriculum with scholarship on English language learners. Journal of Teacher Education, 56(2), 104- 118. doi:10.1177/0022487104274119
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Cambridge University Press.
Cross, R. (2012). Reclaiming the territory: Understanding the specialist knowledge of ESL education for literacy, curriculum, and multilingual learners, TESOL in Context, 22(1), 4-17.
Cummins, J., Bismilla, V., Chow, P., Giampapa, F., Cohen, S., Leoni, L., Sandhu, P., & Sastri, P. (2005). Affirming identity in multicultural classrooms. Educational Leadership, 63(1), 38-43.
Cummins, J., & Early, M. (Eds.). (2011). Identity texts. The collaborative creation of power in multilingual schools. London, England: Trentham Books.
Daniel, S. M. (2014). Learning to educate English language learners in pre-service elementary practicums. Teacher Education Quarterly, 41(2), 5-28. Retrieved from http://www. jstor.org/stable/teaceducquar.41.2.5
Davison, C. (2001). ESL in Australian schools: From the margins to the mainstream. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 11-29). London: Pearson.
de Jong, E. J. (2011). Foundations for multilingualism in education: From principles to practice. Philadelphia, PA: Caslon Inc.
de Jong, E. J. (2013). Preparing mainstream teachers for multilingual classrooms, Association of Mexican American Educators Journal, 7(2), 40-49. Retrieved from http:// amaejournal.utsa.edu/index.php/amae/article/view/125
de Jong, E. J., & Freeman, R. (2010). Bilingual approaches. In C. Leung & A. Creese (Eds.), English as an additional language: Approaches to teaching linguistic minority students (pp. 108- 122). London: SAGE.
de Jong, E. J., & Gao, J. (2019). Taking a multilingual stance: A continuum of practices. Minnesota TESOL Journal, 35 (1). Retrieved from http://minnetesoljournal.org/current- issue/mtj-2019-1/taking-a-multilingual-stance-a-continuum- of-practices/
de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124. Retrieved from http://www.jstor.org/ stable/23478724
de Jong, E. J., Harper, C. A., & Coady, M. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52 (2), 89-97. doi:10.1080/00405841.2013.770326
de Jong, E. J., Naranjo, C., Li, S., & Ouzia, A. (2018). Beyond compliance: ESL faculty’s perspectives on preparing general education faculty for ESL infusion, The Educational Forum, 82 (2), 174-190. doi:10.1080/00131725.2018.1420856
Education Commission of States (2014). What training if any, is required of general classroom teachers. Retrieved 24 February 2019, from http://ecs.force.com/mbdata/ mbquestNB2?rep=ELL1415
Ernst-Slavit, G., & Mulhern, M. (2003). Bilingual books: Promoting literacy and biliteracy in the second-language and mainstream classroom. Reading Online, 7(2), 1096-1232.
Evans, C., Arnot-Hopffler, E., & Jurich, D. (2005). Making ends meet: Bringing bilingual education and mainstream students together in preservice teacher education. Equity & Excellence in Education, 38(1), 75-88. doi:10.1080/10665680590907855
Faltis, C. J., & Valdés, G. (2016). Preparing teachers for teaching in and advocating for linguistically diverse classrooms: A vade mecum for teacher educators. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed.) (pp. 549-592). Washington, DC: American Educational Research Association.
Gándara, P., & Callahan, R. (2014). The bilingual advantage: Language, literacy, and the US Labor Market. Bristol, UK: Multilingual Matters.
Gándara, P., & Santibañez, L. (2016). The teachers our English language learners need. Educational Leadership, 73(5), 32-37.
García, O., & Kleyn, T. (2016) (Eds.), Translanguaging with multilingual students. Learning from classroom moments. New York, NY: Routledge.
García, O. & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan.
Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 6(4), 454-470. doi:10.1177/001440290006600402
Giambo, D. A., & Szecsi, T. (2015). Promoting and maintaining bilingualism and biliteracy: Cognitive and biliteracy benefits & strategies for monolingual teachers. The Open Communication Journal, 9(1), 56-60. doi:10.2174/1874916X01509010056
Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3-15. doi:https://doi.org/10.1016/0093-934X(89)90048-5
Hammond, J., & Derewianka, B. (1999). ESL and literacy education: Revisiting the relationship. Prospect, 14(2), 24-39.
Harper, C. A., & de Jong, E. J. (2004). Misconceptions about teaching ELLs. Journal of Adolescent and Adult Literacy, 48(2), 152-162. doi:10.1598/JAAL.48.2.6
Harper, C. A., & de Jong, E. J. (2009). English language teacher expertise: The elephant in the room. Language and Education, 23(2), 127-151. doi:10.1080/09500780802152788
Harper, C. A., de Jong, E. J., & Platt, E. (2008). Marginalizing English as a second language teacher expertise: The exclusionary consequence of No Child Left Behind. Language Policy, 7(3), 267-284. doi:10.1007/s10993-008-9102-y
Karabenick, S. A., & Noda, P. A. (2004). Professional development implications of teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28, (1), 55-75. doi:10.1080/15235882.2004.10162612
Karathanos, K. A. (2010). Teaching English language learner students in US mainstream schools: intersections of language, pedagogy, and power. International Journal of Inclusive Education, 14(1), 49-65. doi:10.1080/13603110802504127
Krulatz, A., & Neokleous, G. (2017). Helping teachers to move from ‘English corners’ to ‘Multilingual corners’ in the language classroom. Teacher Trainer, 31(3), 20-22. Retrieved from www.tttjournal.co.uk
Lee, Y., Kim, H., & de Jong, E. J. (2018). Becoming a teacher of culturally and linguistically diverse students: Elementary pre-service teachers’ ESL field experiences working with English language learners, Sunshine State TESOL Journal, 12 (1), 29-40. Retrieved from https://sunshinestatetesol.wildapricot.org/SSTESOL-Journal-Past-Issues
Levine, T. H., & Howard, E. R. (2014). Teacher educator capacity to prepare preservice teachers for work with emergent bilinguals. In T. H. Levine, E. R. Howard, & D. M. Moss (Eds.), Preparing classroom teachers to succeed with second language learners (pp. 17-36). New York, NY: Routledge.
Leung, C., & Franson, C. (2001). Mainstreaming: ESL as a diffused curriculum concern. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 11–29). London: Pearson.
Li, N., & Peters, A. W. (2016). Preparing K-12 teachers for ELLs: Improving teachers’ L2 knowledge and strategies through innovative professional development. Urban Education, 1-18. doi:10.1177/0042085916656902
Lin, A. M. Y. (2006). Beyond linguistic purism in language-in- education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20(4), 287-305. doi:10.2167/le643.0
Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms, Journal of Language, Identity & Education, 16(4), 228-244. doi:10.1080/15348458. 2017.1328283
Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.) (pp. 606–636). New York, NY: Routledge.
Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28 (3), 537-561. doi:10.2307/3587307
Lucas, T., & Villegas, A. M. (2010). A framework for preparing linguistically responsive teachers. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 75-92). Routledge.
Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory Into Practice, 52(2), 98-109. doi:10.1080/00405841.2013.770327
Molyneux, P. (2009). Education for biliteracy: Maximising the linguistic potential of diverse learners in Australia’s primary schools. Australian Journal of Language and Literacy, 32(2), 97–117.
Moore, H. (2007). Non-language policies and ESL: Some connections. TESOL Quarterly, 41 (3), 573–83. doi:10.1002/j.1545-7249.2007.tb00089.x
Nikula, T., & Moore, P. (2016). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2016.1254151
Nutta, J., Mokhtari, K., & Strebel, C. (2012). Preparing every teacher to reach English learners: A practical guide for teacher educators. Cambridge, MA: Harvard Education Press.
Pappamihiel, E., & Lynn, C. A. (2014). How can monolingual teachers take advantage of learners’ native language in class? Childhood Education, 90(4), 291-297. doi:10.1080/00094056.2014.937258
Pettit, S. K. (2011). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5(2), 123-147. doi:10.1080/19313152.2011.594357
Ruiz, R. (1984). Orientations in language planning. Journal of the National Association for Bilingual Education, 8, 1-14. doi:10.1080/08855072.1984.10668464
Salerno, A. S., & Kibler, A. K. (2013). Before they teach: How pre- service teachers plan for linguistically diverse students. Teacher Education Quarterly, 40(4), 5-26. Retrieved from www.jstor.org/stable/teaceducquar.40.4.5
Samson, J., & Collins, B. (2012). Preparing all teachers to meet the needs of English language learners. Washington, D. C.: Center for American Progress. Retrieved May 29th, 2017 from http://files.eric.ed.gov/fulltext/ED535608.pdf
Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80(6), 453-460. Retrieved from www.jstor.org/ stable/41484158
Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. The Educational Forum 82(2), 138-155. doi:10.1080/00131725.2018.1420850
Downloads
Published
Issue
Section
License
Copyright (c) 2019 TESOL in Context
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.