Integrating English Learner Needs in an Elementary Teacher Education Program: Moving Forward

Authors

  • Manka Varghese University of Washington
  • Audrey Lucero University of Oregon
  • Kerry Soo Von Esch University of Washington

Author Biographies

Manka Varghese, University of Washington

Manka M. Varghese is an associate professor in Language, Literacy and Culture at the University Washington whose research focuses on language minority teacher education and access to higher education of language minority children.

Audrey Lucero, University of Oregon

Audrey Lucero is an assistant professor of Language and Literacy Education at the University of Oregon whose research focuses on the development of biligualism and biliteracy in young language minority children.

Kerry Soo Von Esch, University of Washington

Kerry Soo Von Esch is a clinical faculty teaching associate in Language, Literacy, and Culture at the University of Washington whose research focuses on teacher leadership, professional development and learning for equitable English learner instruction.

References

Cummins, J. (1981). The role of primary language development in promoting educational
success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. Los Angeles, CA: Evaluation, Assessment, and Dissemination Center.

deJong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32 (2), 101-124.

deJong, E. J., & Harper, C. A. (2008). ESL is good teaching "plus". In M. E. Brisk (Ed.), Language, culture and community in teacher education (pp. 127-148). New York: Taylor & Francis.

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson Education.

Faltis, C. J., & Valdés, G. (2011). Education, immigrant students, refugee students, and English
learners (Vol. 103, National Society for the Study of Education). New York, NY: Teachers College Press.

Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development & disorders: A handbook on bilingualism and second language learning. Baltimore, MD: Paul H. Brookes.

Gibbons, P. (1993). Learning to learn in a second language. Portsmouth, NH: Heinemann.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 49-58.

Ovando, C., Combs, M. C., & Collier, V. (2006). Bilingual & ESL classrooms: Teaching in multicultural contexts (4th ed.). Boston, MA: McGraw Hill.

Schleppegrell, M., & Achugar, M. (2003). Learning language and learning history: A functional linguistics approach. TESOL Journal, 12(2), 21-27.

Valdés, G. (1998). The world inside and outside schools: Language and immigrant children.
Educational Researcher, 27(6), 4-18.

Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: SUNY Press.

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Published

2014-05-02

Issue

Vol. 2 No. 1 (2014): Special Themed Issue in EAL Education

Section

Essays

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