How Coursework and Coaching Influence Improved Instruction for Culturally and Linguistically Diverse Students

• In Event: How Teachers Perceive and Teach Emergent Bilinguals

Abstract

The number of students learning both the English language and academic content continues to rise, yet teachers in the general education classrooms have not been adequately prepared to embrace these learners and their families, understand their language and literacy development, and support their learning. Our project involved incorporating culturally and linguistically responsive coursework and coaching into a two-year graduate-level program for in-service teachers. Survey findings from program completers indicated that the program led to increased knowledge of and appreciation for culturally and linguistically diverse (CLD) students and their families, as well as increased knowledge of second language acquisition, leading teachers to report feeling well prepared to work with CLD students in their classrooms.

Authors

• Leslie T. Grant, University of Colorado - Colorado Springs

• Monica S. Yoo, University of Colorado - Colorado Springs

• Lisa Fetman, University of Colorado - Colorado Springs

• Veronica Garza, University of Colorado Colorado Springs