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Moving Toward a Diversity Plus Teacher Education: Approaches, Challenges, and Possibilities in Preparing Teachers for English Language Learners

Moving Toward a Diversity Plus Teacher Education: Approaches, Challenges, and Possibilities in Preparing Teachers for English Language Learners

Guofang Li
Copyright: © 2018 |Pages: 22
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch013
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MLA

Li, Guofang. "Moving Toward a Diversity Plus Teacher Education: Approaches, Challenges, and Possibilities in Preparing Teachers for English Language Learners." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 1-22. https://doi.org/10.4018/978-1-5225-3068-8.ch013

APA

Li, G. (2018). Moving Toward a Diversity Plus Teacher Education: Approaches, Challenges, and Possibilities in Preparing Teachers for English Language Learners. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 1-22). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch013

Chicago

Li, Guofang. "Moving Toward a Diversity Plus Teacher Education: Approaches, Challenges, and Possibilities in Preparing Teachers for English Language Learners." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 1-22. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch013

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Abstract

Building upon existing research on preparing teachers for English language learners (ELLs), this chapter examines current practices and challenges of integrating ELL education into teacher preparation programs in the U.S. The analyses reveal sporadic efforts of ELL integration into the American teacher training institutions. Most programs focus on cultural diversity rather than language and linguistic challenges that all teachers will also encounter in their future classrooms. Findings also reveal several challenges in integrating language and linguistic diversity into teacher education: a lack of faculty expertise in ELLs, programmatic constraints, and minimum policy support. The findings suggest that teacher education programs need to extend the current focus on cultural diversity to equip future teachers with teaching competencies to address the increasing sociolinguistic complexities in the classrooms.