Working Toward Language Equity: Preparing Teachers to Serve Emergent Bilingual Learners

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Preservice Teachers Explore Multicultural Beliefs and Bilingualism (Table 32)

Abstract

Emergent bilingual (EB) students form a growing segment of the student population in the U.S. (Pew Hispanic Center, 2018). Therefore, it is imperative to find effective ways to promote their success in PK-16+. To achieve this, they need access to teachers with specialized knowledge to address their social and linguistic needs within a culturally responsive framework (Rumberger & Gándara, 2004; de Jong, 2013). This paper presents a professional learning intervention focused on teacher residents’ preparation in language development and assessment across content areas. The intervention occurred within a university-based teacher residency program in southwest U.S. Residents who took part in this intervention voiced confidence in meeting the needs of EB students because of the intervention, coursework, and the residency.

Authors

• Lidia Herrera-Rocha, EDVantage Analytics LLC

• Erika L. Mein, University of Texas - El Paso