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The Educational Forum Volume 82, 2018 - Issue 2: Preparation and Development of Mainstream Teachers for Today's Linguistically Diverse Classrooms
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Articles

Preparing Future Mainstream Teachers to Teach English Language Learners: A Review of the Empirical Literature

Ana Maria VillegasDepartment of Secondary and Special Education, College of Education and Human Services, Montclair State ­University, Montclair, New Jersey, USACorrespondence[email protected]
,
Kit SaizdeLaMoraDepartment of Secondary and Special Education, College of Education and Human Services, Montclair State ­University, Montclair, New Jersey, USA
,
Adrian D. MartinDepartment of Elementary and Secondary Education, ­College of Education, New Jersey City University, Jersey City, New Jersey, USA
&
Tammy MillsSchool of Learning and Teaching, College of Education and ­Human Development, University of Maine, Orono, Maine, USA
Pages 138-155 | Published online: 13 Mar 2018

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Sujin Kim & Jung Yeon Park. (2024) Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes. Language Awareness 0:0, pages 1-23.
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Christine M. Leighton, Evelyn Ford-Connors, C. Patrick Proctor & Jennifer Wyatt. (2021) Teacher Talk That Supports Young Multilingual Students’ Participation in Exploratory Discourse. Reading Psychology 42:5, pages 484-503.
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Erika Johnson. (2021) Contingency in Context: A Study of Exemplary Reading Teachers’ Use of Planned Scaffolds in Secondary English Classes with Emergent Bilinguals. Reading & Writing Quarterly 37:3, pages 260-278.
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Heejoo Suh. (2020) Preparing Mathematics Teachers to Teach English Language Learners: What We Know and What We Can Do. The Educational Forum 84:3, pages 200-209.
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Christine M. Leighton, Evelyn Ford-Connors, C. Patrick Proctor & Jennifer Wyatt. (2019) Engaging Second-grade English Learners in Complex Texts, Topics, and Tasks. Literacy Research and Instruction 58:4, pages 272-294.
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Nihat Polat, Laura Mahalingappa, Elizabeth Hughes & Cebrail Karayigit. (2019) Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners. International Multilingual Research Journal 13:4, pages 222-238.
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Ester de Jong & Cindy Naranjo. (2019) General Education Teacher Educators and English Language Learner Teacher Preparation: Infusion as Curricular Change. The New Educator 15:4, pages 331-354.
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Irina S. Okhremtchouk & George Sahr Sellu. (2019) Teacher Readiness to Work With English Language Learners: Arizona Context. The Teacher Educator 54:2, pages 125-144.
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Sharon Feiman-Nemser. (2018) What Does Research Tell Us About Educating Mainstream Teachers to Work With ELLs?. The Educational Forum 82:2, pages 227-234.
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Ester J. de Jong, Cindy Naranjo, Shuzhan Li & ­Aicha Ouzia. (2018) Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion. The Educational Forum 82:2, pages 174-190.
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Laura Quaynor, Berenice Diaz, Giovanni Llinas Rosa & Jun Wang. Engagement and identity among pre-service teachers in English learner coursework. Bilingual Research Journal 0:0, pages 1-21.
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