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

References

• Alexander, R. (2005, July). Culture, dialogue and learning: Notes on emerging pedagogy. International Association for Cognitive Education and Psychology (IACEP), 10th International Conference, “Education, culture, and cognition: Interviewing for growth,” University of Durham, UK.
   Google Scholar
• Allington, R. L., & Johnston, P. H. (Eds.). (2002). Reading to learn: Lessons from exemplary fourth-grade classrooms. New York, NY: Guilford Press.
   Google Scholar
• Artilles, A. J., Trent, S. C., & Palmer, J. D. (2004). Culturally diverse students in special education. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 716–735). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Athanases, S. Z., & De Oliveira, L. C. (2011). Toward program-wide coherence in preparing teachers to teach and advocate for English language learners. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 195–215). New York, NY: Routledge.
   Google Scholar
• August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth. New York, NY: Routledge.
   Google Scholar
• Ayers, W., Quinn, T., & Stovall, D. (Eds.). (2009). Handbook of social justice in education. New York, NY: Routledge.
   Google Scholar
• Bauer, E. B., & Gort, M. (2011). Early biliteracy development: Exploring young learners’ use of their linguistic resources. New York, NY: Taylor & Francis.
   Google Scholar
• Bell, A., & Baecher, L. (2012). Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, 3(3), 488–515. doi:10.1002/tesj.28
   Google Scholar
• Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology/Revue Canadienne De Psychologie Expérimentale, 65(4), 229–235. doi:10.1037/a0025406
   PubMed Web of Science ®Google Scholar
• Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. Future of Children, 21(1), 103–127. doi:10.1353/foc.2011.0007
   PubMed Web of Science ®Google Scholar
• Cameron, A. (1997). El lugar mas bonita del mundo [The most beautiful place in the world]. Buenos Aires, Argentina: Alfaguara.
   Google Scholar
• Castro, D. C., Páez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1), 15–21. doi:10.1111/j.1750-8606.2010.00142.x
   Web of Science ®Google Scholar
• Cha, K., & Goldenberg, C. (2015). The complex relationship between bilingual home language input and kindergarten children’s Spanish and English oral proficiencies. Journal of Educational Psychology, 107(4), 935–953. doi:10.1037/edu0000030
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Berkeley, CA: Lawrence Erlbaum Associates.
   Google Scholar
• Cole, M., & Cole, S. R. (2001). The development of children. New York, NY: Worth.
   Google Scholar
• Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
   Google Scholar
• Dickinson, D. K., & Porche, M. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886. doi:10.1111/cdev.2011.82.issue-3
   PubMed Web of Science ®Google Scholar
• Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz Figueroa, O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action. Philadelphia, PA: Caslon.
   Google Scholar
• Fitzgerald, J. (1995). English-as-a-second-language learners’ cognitive reading processes: A review of research in the United States. Review of Educational Research, 65, 145–190. doi:10.3102/00346543065002145
   Web of Science ®Google Scholar
• Freeman, Y. S., & Freeman, D. E. (2006). Teaching reading and writing in Spanish and English in bilingual and dual language classrooms. Portsmouth, NH: Heinemann.
   Google Scholar
• Goldenberg, C. (2013). Unlocking the research on English learners. American Educator, 37(2), 4–38.
   Google Scholar
• Goldring, R., Gray, L., & Bitterman, A. (2013). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011-12 schools and staffing survey. U.S. Department of Education, National Center for Education Statistics, Retrieved from http://nces.ed.gov/pubsearch
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
   Google Scholar
• Graham, S., & Herbert, M. (2010). A meta-analysis of the impact of writing and writing instruction on reading. In Harvard Education Review. Cambridge, MA: Harvard Education Publishing Group.
   Google Scholar
• Hammer, C. S., Davison, M. D., Lawrence, F. R., & Miccio, A. W. (2009). The effect of maternal language on bilingual children’s vocabulary and emergent literacy development during Head Start and kindergarten. Scientific Studies of Reading, 13, 99–121. doi:10.1080/10888430902769541
   PubMed Web of Science ®Google Scholar
• Honingsfeld, A. M., & Dove, M. G. (2011). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Hopewell, S. (2011). Leveraging bilingualism to accelerate English reading comprehension. International Journal of Bilingual Education & Bilingualism, 14(5), 603–620. doi:10.1080/13670050.2011.564274
   Web of Science ®Google Scholar
• Jimenez-Silva, M., Olson, K., & Jimenez Hernandez, N. (2012). The confidence to teach English language learners: Exploring coursework’s role in developing preservice teachers’ efficacy. Teacher Educator, 47(1), 9–28. doi:10.1080/08878730.2011.632471
   Google Scholar
• Kincheloe, J. L. (2004). The bizarre, complex, and misunderstood world of teacher education. In J. L. Kincheloe, A. Bursztyn, & S. Steinberg (Eds.), Teaching teachers: Building a quality school of urban education (pp. 1–50). New York, NY: Peter Lang.
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
   Google Scholar
• Lindfors, J. W. (1999). Children’s inquiry: Using language to make sense of the world. New York, NY: Teachers College Press.
   Google Scholar
• Lindholm-Leary, K. (2001). Dual language education. Bristol, UK: Multilingual Matters.
   Google Scholar
• Lucas, T. (Ed.). (2011). Teacher preparation for linguistically diverse classrooms: A resource for teachers. New York, NY: Routledge.
   Google Scholar
• Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 606–636). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Marx, S. (2006). Revealing the invisible: Confronting passive racism in teacher education. New York, NY: Routledge.
   Google Scholar
• Milner, H. R. (2010). Understanding diversity, opportunity gaps, and teaching in today’s classrooms: Start where you are, but don’t stay there. Cambridge, MA: Harvard Educational Press.
   Google Scholar
• Moll, L. C. (2013). L.S. Vygotsky and education. New York, NY: Routledge.
   Google Scholar
• National Center for Education Statistics. (2015). Racial/ethnic enrollment in public schools. U.S. Department of Education Institute of Education Sciences. Retrieved from http://nces.ed.gov/programs/coe/indicator_cge.asp
   Google Scholar
• Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. Santa Monica, CA: Rand Corporation.
   Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Pearson, P. D. (2010). An endangered species act for literacy education. In P. L. Anders (Ed.), Defying convention, inventing the future in literacy research and practice: Essays in tribute to Ken and Yetta Goodman (pp. 228–244). New York, NY: Routledge.
   Google Scholar
• Pressley, M., & Allington, R. L. (2015). Reading instruction that works: The case for balanced reading. New York, NY: Guilford Press.
   Google Scholar
• Pressley, M., Allington, R. L., Wharton-McDonald, R., Block, C. C., & Morrow, L. M. (2001). Learning to read: Lessons from exemplary first-grade classrooms. New York, NY: Guilford Press.
   Google Scholar
• Quiocho, A., & Rios, F. (2000). The power of their presence: Minority group teachers and schooling. Review of Educational Research, 70, 485–528. doi:10.3102/00346543070004485
   Web of Science ®Google Scholar
• Rios-Aguilar, C., Gonzalez Canche, M. S., & Moll, L. (2012). Implementing structured English immersion in Arizona: Benefits, challenges, and opportunities. Teachers College Record, 114(9), 1–18.
   Web of Science ®Google Scholar
• Sakash, K., & Rodriguez-Brown, F. (2011). Fostering collaboration between mainstream teachers and teacher candidates. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 143–159). New York, NY: Routledge.
   Google Scholar
• Samuels, S. J., & Farstrup, A. E. (2011). What research has to say about reading instruction (4th ed.). Newark, DE: International Reading Association.
   Google Scholar
• Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247–284. doi:10.3102/00346543075002247
   Web of Science ®Google Scholar
• Sleeter, C. (2001). Epistemological diversity in research on preservice teacher preparation for historically underserved children. In W.G. Secada (Ed.), Review of research in education (Vol. 6., pp. 209–250). Washington, DC: AERA
   Google Scholar
• Sleeter, C., & Bernal, D. G. (2004). Critical pedagogy, critical race theory and anti-racist education. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 240–258). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9–17. doi:10.3102/0013189X024006009
   Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. New York, NY: State University of New York Press.
   Google Scholar
• Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
   Google Scholar
• Wharton-McDonald, R. (1996). Outstanding literacy instruction in first grade: Teacher practices and beliefs ( Doctoral dissertation). Proquest. (UMI No. 9635911)
   Google Scholar
• Zacarian, D., & Silverstone, M. (2015). In it together: How student, family, and community partnerships advance engagement and achievement in diverse classrooms. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. doi:10.1177/0022487109347671
   Web of Science ®Google Scholar