Supporting Teacher Candidates to Teach English Language Learners: Developing Teacher Educator Capacity

• In Event: Roundtable Session 17
  In Roundtable Session: Supporting Teachers of English Language Learners

Abstract

Language is central to teaching and learning, both socially-mediated endeavors dependent on context (Schleppegrell, 2004; Vygotsky, 1987). New common academic standards, requiring all students to interact with complex texts, rich disciplinary language, and academic discourse features highlight an increasing need for repositioning language and language expertise in the classroom. This requires a paradigm shift within teacher preparation programs (Kibler, Valdes, & Walqui, 2014; Zeichner, 2005) and capacity building amongst teacher educators. This study explores the landscape of possibility among U.S. university-based teacher preparation programs, investigating the ways in which teacher educators across the country understand and enact their role in supporting every teacher candidate to be a language teacher, and to master pedagogical language knowledge (Bunch, 2013; Galguera, 2011).

Author

• Emily Evans Fanaeian, University of Wisconsin - Madison