Effective Bilingual and English Language Learner Teacher Preparation: Lessons Learned From Two Federally Funded Programs

• In Event: Co-Construction and Collaborative Development in Teacher Education

Abstract

The diversity in backgrounds, experiences, needs and strengths of the growing population of English learners (ELs) can be challenging to schools and teachers, particularly if unprepared to work with diverse students. In fact, 32 states have current shortages of bilingual/EL teachers. In addition, most teachers continue to be predominantly White, monolingual women (82%, U.S. DOE, 2016). These two innovative programs, funded by the U.S. DOE, address their states’ teacher shortages through innovative programs that build on the strengths of paraprofessionals and teachers and respond to the current need for distant in-service and pre-service professional development. Our goal is to buttress the scant literature available on alternative and innovative programs that prepare bilingual (BE) and EL teachers.

Authors

• Gisela Ernst-Slavit, Washington State University - Vancouver

• Andrea B. Hellman, Missouri State University

• Sarah Newcomer, Washington State University - Tri-Cities

• Steven Morrison, Washington State University

• Judith A. Morrison, Washington State University

• Lindsay K Lightner, Washington State University

• Kira Joy Carbonneau, Washington State University - Pullman

• Ximena Uribe-Zarain, Missouri State University

• Yuliya Ardasheva, Washington State University - Tri-Cities