Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students

References

• Ankeny, R., Marichal, N., & Coady, M. (2019). Emerging teacher-leaders for English learners: A professional development model in rural Florida. School Leadership Review, 4(2). https://scholarworks.sfasu.edu/slr/vol14/iss2/4
   Google Scholar
• Armstrong, A. N. (2022). Influence of Karen immigrant students on teachers’ instructional decisions: A case study of rural South Dakota classrooms [ Doctoral dissertation]. University of Wyoming.
   Google Scholar
• Barley, Z. A., & Brigham, N. (2008). Preparing teachers to teach in rural schools (Report No. REL 2008-No. 045). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2008045_sum.pdf
   Google Scholar
• Bustamante, R. M., Brown, G., & Irby, B. J. (2010). Advocating for English language learners: U.S. teacher leadership in rural Texas schools. In K. A. Schafft & A. Y. Jackson (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 232–252). The Pennsylvania State University Press.
   Google Scholar
• Carjuzaa, J. (2023). Preparing regular classroom teachers to work with frequently invisible, woefully misunderstood American indian english language learners. In M. R. Coady, P. Golombek, & N. V. Marichal (Eds.), Teaching, learning, and leading for rural multilingual students (pp. 189–229). Brill.
   Google Scholar
• Carjuzaa, J., Ruff, W. G., & Lamb, S. (2016). American Indian english language learners: Misunderstood and under-served. Cogent Education, 3(1), 1229897. https://www.cogentoa.com/article/10.1080/2331186X.2016.1229897
   Google Scholar
• Castro, M. (2015). Language practices in multilingual ecologies during mathematics instruction (Order No. 3707126) [ Doctoral dissertation, University of Wisconsin-Madison]. ProQuest Dissertations and Theses Global.
   Google Scholar
• Center for Applied Linguistics. (2020). Dual language programs. http://webapp.cal.org/duallanguage/
   Google Scholar
• Cho, J., Rios, F., Trent, A., & Mayfield, K. K. (2012). Integrating language diversity into teacher education curricula in a rural context: Candidates’ developmental perspectives and understandings. Teacher Education Quarterly, 39(2), 63–85.
   Google Scholar
• Coady, M. R. (2019). Connecting school and the multilingual home: Theory and practice for rural educators. Multilingual Matters.
   Google Scholar
• Coady, M. R. (2020). Rural English learner education: A review of research and call for a national agenda. Educational Researcher, 49(7), 524–532. https://doi.org/10.3102/0013189X20931505
   Web of Science ®Google Scholar
• Coady, M. R., Coady, T. J., & Nelson, A. (2015). Assessing the needs of immigrant, Latino families and teachers in rural settings: Building home-school partnerships. NABE Journal of Research and Practice, 6(1). https://doi.org/10.1080/26390043.2015.12067786
   Google Scholar
• Coady, M., Li, S., & Lopez, M. (2018). Twenty-five years after the Florida consent decree: Does preparing all teachers for English learners work? FATE Journal, 3(1), 26–56. http://www.fate1.org/journals/FATE-Journal-3.1.pdf
   Google Scholar
• Coady, M. R., Lopez, M. P., Marichal, N., & Heffington, D. (2019). Preparing teacher leaders for English language learners in rural settings. Theory and Practice in Rural Education, 9(1), 44–60. https://doi.org/10.3776/tpre.2019.v9n1p44-60
   Google Scholar
• Coady, M. R., Marichal, N., Olszewska, O., Ankeny, R., Long, A., Shafiei, H., & Chakraborty, R. (2023). “It’s like fuel”: Rural educator professional development for English learners. Journal of Research in Rural Education, 39(1). https://doi.org/10.26209/JRRE3901
   Google Scholar
• Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model. Pearson.
   Google Scholar
• Fogle, L. W., & Moser, K. (2017). Language teacher identities in the southern United States: Transforming rural schools. Journal of Language, Identity & Education, 16(2), 65–79. https://doi.org/10.1080/15348458.2016.1277147
   Web of Science ®Google Scholar
• Frey, W. H. (2018, March 14). The U.S. will become ‘minority white’ in 2045, Census projects: Youthful minorities are the engine of future growth. The Brookings Institution. https://www.brookings.edu/blog/the-avenue/2018/03/14/the-us-will-become-minority-white-in-2045-census-projects/
   Google Scholar
• Gessner, D. J. (2019). Beliefs of core general education elementary teachers: English learners in general education [ Master’s thesis]. Eastern Mennonite University. https://cdm16154.contentdm.oclc.org/digital/collection/p16154coll9/id/3640
   Google Scholar
• Gilman, D. (2013). The waning of an innovative dual-language program in a culturally and linguistically diverse rural community (Order No. 3632035) [ Doctoral dissertation]. University of Illinois at Urbana-Champaign. ProQuest Dissertations and Theses Global.
   Google Scholar
• Golombek, P., Olszewska, A., & Coady, M. R. (2022). Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings. Teaching and Teacher Education Journal, 113, 113. https://doi.org/10.1016/j.tate.2022.103655
   Web of Science ®Google Scholar
• Good, M. E., Masewicz, S., & Vogel, L. (2010). Latino English language learners: Bridging the achievement and cultural gaps between schools and families. Journal of Latinos and Education, 9(4), 321–339. https://doi.org/10.1080/15348431.2010.491048
   Google Scholar
• Hansen-Thomas, H., & Richins, L. (2015). ESL mentoring for secondary rural educators: Math and science teachers become second language specialists through collaboration. TESOL Journal, 6(4), 766–776. https://doi.org/10.1002/tesj.221
   Google Scholar
• Hansen-Thomas, H., Richins, L., Kakkar, K., & Okeyo, C. (2016). I do not feel I am properly trained to help them! Rural teachers’ perceptions of challenges and needs with English-language learners. Professional Development in Education, 42(2), 308–324. https://doi.org/10.1080/19415257.2014.973528
   Web of Science ®Google Scholar
• Hughes Karnes, E., & Hansen-Thomas, H. (2020). Emergent bilinguals in rural schools: Reframing teacher perceptions through professional development. In A. Slapac & S. A. Coppersmith (Eds.), Beyond language learning instruction: Transformative supports for emergent bilinguals and educators (pp. 332–361). IGI Global.
   Google Scholar
• Irwin, V., De La Rosa, J., Wang, K., Hein, S., Zhang, J., Burr, R., Roberts, A., Barmer, A., Bullock Mann, F., Dilig, R., and Parker, S. (2022). Report on the condition of education 2021 (NCES 2021-144). U.S. Department of Education. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022144
   Google Scholar
• Johnson, K., & Lichter, D. (2022). Growing racial diversity in rural America: Results from the 2020 Census. University of New Hampshire. https://carsey.unh.edu/publication/growing-racial-diversity-in-rural-america
   Google Scholar
• Lee, S. J., & Hawkins, M. R. (2015). Policy, context and schooling: The education of English learners in rural new destinations. Global Education Review, 2(4), 40–59.
   Google Scholar
• Li, S. (2020). Ethics and emotions of teacher identity in teaching English Language Learners for mainstream elementary teachers in rural Florida [ Unpublished doctoral dissertation]. University of Florida.
   Google Scholar
• Liggett, T. (2010). ‘A little bit marginalized’: The structural marginalization of English language teachers in urban and rural public schools. Teaching Education, 21(3), 217–232. https://doi.org/10.1080/10476211003695514
   Google Scholar
• Lopez, M. P. S. (2021). Exploring linguistically responsive teaching for English learners in rural, elementary classrooms: From theory to practice. Language Teaching Research. https://doi.org/10.1177/13621688211051035
   Google Scholar
• Lowenhaupt, R., & Reeves, T. (2015). Toward a theory of school capacity in new immigrant destinations: Instructional and organizational considerations. Leadership and Policy in Schools, 14(3), 308–340. https://doi.org/10.1080/15700763.2015.1021052
   Web of Science ®Google Scholar
• Manner, J. C., & Rodriguez, D. (2012). Rural redesign: Delivering online professional development for rural teachers of ESL. US-China Education Review, A3, 267–277.
   Google Scholar
• Marichal, N. V. (2020). Teacher knowledge and secondary English learners in a rural community [ Doctoral dissertation, University of Florida]. https://ufdc.ufl.edu/UFE0056248/00001
   Google Scholar
• Marichal, N. V. (2021). “I feel the responsibility”: The nexus of secondary teacher knowledge, rural education, and emergent bilinguals. Theory and Practice in Rural Education, 11(2), 67–94. https://doi.org/10.3776/tpre.2021.v11n2p67-94
   Google Scholar
• Massey, D. S. (2020). Creating the exclusionist society: From the war on poverty to the war on immigrants. Ethnic and Racial Studies, 43(1), 18–37. https://doi.org/10.1080/01419870.2019.1667504
   PubMed Web of Science ®Google Scholar
• McHenry-Sorber, E., & Provinzano, K. (2017). Confronting rapid change: Exploring the practices of educational leaders in a rural boomtown. Leadership and Policy in Schools, 16(4), 602–628. https://doi.org/10.1080/15700763.2016.1232833
   Web of Science ®Google Scholar
• Morita-Mullaney, T., Li, H., & Renn, J. (2019). Multiliteracies in rural communities: The “Revuelto y Mezclado” of home and community literacy practices of midwestern emergent bilingual families. The Rural Educator, 40(3), 35–48. https://doi.org/10.35608/ruraled.v40i3.548
   Google Scholar
• National Center for Education Statistics. (2022). English language learners in public schools. https://nces.ed.gov/programs/coe/indicator_cgf.asp
   Google Scholar
• National Rural Education Association. (2020). Research agenda 2016-2021: 10 research priorities. http://toolbox1.s3-website-us-west-2.amazonaws.com/site_0439/NREAResearchAgenda081116_082416.pdf
   Google Scholar
• National Rural Education Association. (2022). Research Agenda 2022-2027. https://www.nrea.net/NREA_Research_Agenda
   Google Scholar
• Pratt, A., Silver, C. F., & Bigham, J. co-hosts. (2020, April 19). State of learning technology in the new normal of COVID-19 (No. 7) [Audio podcast episode]. In The Rural Voice. National Rural Education Association. https://nrea.simplecast.com/episodes/s01e07-state-of-learning-technology-in-the-new-normal-of-covid-19
   Google Scholar
• Rhodes, M. (2014). Dynamics of diversity in a rural school. In C. B. Howley, A. Howley, & J. D. Johnson (Eds.), Dynamics of social class, race, and place in rural education (pp. 243–265). Information Age Publishing.
   Google Scholar
• Ringler, M. C., O’Neal, D., Rawls, J., & Cumiskey, S. (2013). The role of school leaders in teacher leadership development. The Rural Educator, 35(1). https://doi.org/10.35608/ruraled.v35i1.363
   Google Scholar
• Ruecker, T. (2021). ESL Programs in Rural High Schools: Challenges and Opportunities. The Rural Educator, 42(3).
   Google Scholar
• Ruecker, T. (2022). The impact of neoliberal evaluation systems on rural schools, teachers, and their bilingual learners. Educational Policy, 36(6), 1288–1314. https://doi.org/10.1177/0895904820961009
   Web of Science ®Google Scholar
• Sugarman, J. (2020, March). Which English Learners count when? Understanding state EL subgroup definitions in ESSA reporting [Issue brief]. Migration Policy Institute. https://www.migrationpolicy.org/research/state-english-learner-subgroup-definitions-essa
   Google Scholar
• Walker, A. (2012). Collaborating with the community: Lessons from a rural school district. TESOL Journal, 3(3), 469–487. https://doi.org/10.1002/tesj.25
   Google Scholar