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Journal of Teacher Education
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Linguistically Responsive Teacher Education

Preparing Classroom Teachers to Teach English Language Learners

Tamara Lucas

Montclair State University, Lucast{at}mail.montclair.edu

Ana María Villegas

Montclair State University

Margaret Freedson-Gonzalez

Montclair State University

Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.

Key Words: English language learners • linguistic diversity • teacher education

This version was published on September 1, 2008

Journal of Teacher Education, Vol. 59, No. 4, 361-373 (2008)
DOI: 10.1177/0022487108322110
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