Developing Responsive Teachers: A Challenge for a Demographic Reality

Author:

García Eugene1,Arias M. Beatriz2,Harris Murri Nancy J.3,Serna Carolina4

Affiliation:

1. Arizona State University, Phoenix, AZ, USA,

2. Arizona State University, Phoenix, AZ, USA

3. Archuleta School District 50JT, CO, USA

4. California State University, Monterey Bay, CA, USA

Abstract

In this article, the authors reflect on the preparation of teachers for English learners (ELs) and articulate the importance of enhancing teacher knowledge through contact and collaboration with diverse ethnolinguistic communities. The authors build on recent research on the preparation of teachers for cultural responsiveness and linguistic diversity and recommend a situated preparation within EL communities that fosters the development of teacher knowledge of the dynamics of language in children’s lives and communities. The authors begin their review by summarizing recent demographic developments for ELs. This section is followed by a brief review of the context of education for ELs. The authors summarize the most recent research on culturally and linguistically responsive teacher preparation and focus on a framework that includes developing teacher knowledge through contact, collaboration, and community.

Publisher

SAGE Publications

Subject

Education

Reference62 articles.

1. Boyle-Baise, M. & McIntyre, D.J. (2008). What kind of experience? Preparing teachers in PDS or community settings. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 307-330). New York: Routledge.

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