Meeting the Needs of English Language Learners: Arizona Latina/o Teachers' Self-Reported Preservice Trajectories and In-Service Experiences

• In Event: 33.036 - Coloring the Field: Examining the Experiences of Latino and African American Educators

Abstract

It has been long established that Latino/a teachers have unique capacities to advance educational trajectories for their English language learner (ELL) students. However, while Latino/a ELL student population continues to expand in numbers, the number of Latino/a teachers entering teaching profession remains small. In this empirical research study we center our attention on Arizona’s Latino/a teachers, their pre-service trajectories and in-service experiences with ELLs. Specifically, we asked participants to reflect on their experiences during pre-service preparation and in-service practices as these relate to students who are learning English. We conclude this proposal with a number of salient themes, which further confirm the possibility that Latino/a teachers are an imperative necessity to improving academic experiences for ELLs and, especially, in Arizona.

Authors

• Taucia Gonzalez, University of Wisconsin - Madison

• Irina S. Okhremtchouk, San Francisco State University