Lessons from Two Exemplary Latin@ Teachers of Emergent Bilingual Learners: How All Preservice Teachers Can Be Prepared to Teach Culturally and Linguistically Diverse Students

ABSTRACT

The number of students designated as English language learners enrolled in U.S. schools is rapidly increasing, and because of this shifting cultural and linguistic landscape, it is essential that all teachers have the skills to effectively work with students who have a language other than English spoken at home. Using the framework of exemplary teacher studies in the field of literacy, the author examined the knowledge and experiences of two Latin@ teachers of emergent bilingual learners. Findings suggest that the teachers exhibited three significant characteristics as they worked to meet the language and literacy needs of their students. These characteristics included an ethic of relationship building, decision making based on shared knowledge, and a resolve to expand their discourse community. The author outlined foundational tenets for teacher educators as they reenvision the notion of the exemplary teacher in preparing all preservice teachers to be confident, exemplary teachers of linguistically diverse learners.

KEYWORDS:

• Pre-service teachers
• cultural and linguistic diversity
• bilingual learners
• exemplary teachers

Notes

1. According to the National Center for Education Statistics (2015), the data on programming for English language learners (ELLs) represents students who “participate in appropriate programs of language assistance, such as English as a Second Language, High Intensity Language Training, and bilingual education” (p. 1). In the context of language learners in mainstream English classrooms, the identifier English language learner was often employed in the literature reviewed for this study.

2. The written word Latin@ is used in this article to establish gender equality/neutrality in the representation of all individuals of Latin American origins.

3. The terms emergent bilingual learners and bilingual learners are used in this study to represent students who have Spanish as their home language, and Spanish and English are languages of instruction in their school. The phrases highly value the knowledge that students already have within their first language framework, and hold developing bilingualism as an essential and promising goal.

4. Pseudonyms are used to represent all locations and participants’ names within this study.

Additional information

Notes on contributors

Leanne M. Evans

Leanne M. Evans is an assistant professor in the Department of Curriculum and Instruction at the University of Wisconsin-Milwaukee. Her research interests include literacy development and second language acquisition in urban education environments.