Preparing Teachers to Serve English Learners With Language- and/or Literacy-Related Difficulties and Disabilities

Abstract

Competencies needed by teachers who provide language and literacy instruction to English learners (ELs), including bilingual education, English as a second language, general education, and special education teachers, are outlined. The competencies suggest a shared knowledge base all teachers of ELs must have to provide linguistically and culturally responsive instruction and intervention that is differentiated to meet students’ language-, literacy-, and/or disability-related needs. Implications for teacher education programs are discussed, highlighting the importance of interdisciplinary collaboration in teacher preparation.

Keywords

bilingual/English learners teacher preparation policy/service delivery cultural and linguistic diversity English as a second language learning disabilities language and literacy assessment language and literacy intervention

Get full access to this article

View all access options for this article.

References

Allsopp

D. H.

DeMarie

Alvarez-McHatton

Doone

(2006). Bridging the gap between theory and practice: Connecting courses with field experience. Teacher Education Quarterly, 33, 19-35.

American Association of Colleges for Teacher Education, Committee on Multicultural Education. (2002). Educators’ preparation for cultural and linguistic diversity: A call to action.

Artiles

Kozleski

E.B.

Trent

Osher

Ortiz

A. A.

(2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76, 279-299.

August

Shanahan

(2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum.

August

Shanahan

(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.

Ballantyne

K. G.

Sanderman

A. R.

Levy

(2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from https://www.ncela.us/files/uploads/3/EducatingELLsBuildingTeacherCapacityVol1.pdf

Brown

J. E.

Doolittle

(2008). A cultural, linguistic, and ecological framework for response to intervention with English language learners. Teaching Exceptional Children, 40(5), 66-72.

Callahan

R. M.

Gandara

P. C.

(2014). The bilingual advantage: Language, literacy, and the US labor market. Tonawanda, NY: Multilingual Matters.

Cartledge

Kourea

(2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74, 351-371.

10.

Collier

V. P.

Thomas

W. P.

(2004). The astounding effectiveness of dual-language education for all. NABE Journal of Research and Practice, 2(1), 1-20.

11.

Council for Exceptional Children. (2012). CEC initial level special educator preparation standards. Retrieved from https://www.cec.sped.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Initial%20Preparation%20Standards%20with%20Elaborations.pdf

12.

Education Commission of the States. (2013). English language learners: A growing—yet underserved—student population. The Progress of Education Reform, 14(6), 1-7.

13.

Education Commission of the States. (2014). What methods are used to identify English language learners? Denver, CO: Author. Retrieved from http://ecs.force.com/mbdata/mbquestNB2?rep=ELL1403

14.

Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).

15.

Fillmore

L. W.

Snow

C. E.

(2000). What teachers need to know about language. Retrieved from https://people.ucsc.edu/~ktellez/wong-fill-snow.html

16.

Gallegos

McCarty

L. L.

(2000). Bilingual multicultural special education: An integrated personnel preparation program. Teacher Educ-ation and Special Education, 23, 264-270.

17.

García

S. B.

Ortiz

A. A.

(2008). A framework for culturally and linguistically responsive design of response to intervention models. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(1), 24-41.

18.

García

S. B.

Ortiz

A. A.

(2013). Intersectionality as a framework for transformative research in special education. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 32-47.

19.

Genesee

Lindholm-Leary

Saunders

Christian

(2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10, 363-385.

20.

Gersten

Baker

S. K.

Shanahan

Linan-Thompson

Collins

Scarcella

(2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

21.

Goldenberg

(2008). Teaching English language learners: What the research does—and does not—say. American Educator, 32(2), 8-44.

22.

González

Moll

L. C.

Amanti

(2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.

23.

Grasparil

T. A.

Hernandez

D. A.

(2015). Predictors of Latino English learners’ reading comprehension proficiency. Journal of Educational Research and Practice, 5, 35-57.

24.

Hart

J. E.

Cheatham

Jimenez-Silva

(2012). Facilitating quality interpretation for families of diverse students with special needs. Preventing School Failure, 56, 207-213.

25.

Harvey

M. W.

Yssel

Jones

R. E.

(2015). Response to intervention preparation for preservice teachers: What is the status for Midwest institutions of higher education? Teacher Education and Special Education, 38, 105-120.

26.

Hibel

Farkas

Morgan

P. L.

(2010). Who is placed into special education? Sociology of Education, 83, 312-332.

27.

Hoover

J. J.

(2012). Reducing unnecessary referrals: Guidelines for teachers of diverse learners. Teaching Exceptional Children, 44(4), 38-47.

28.

Hoover

J. J.

Klingner

J. K.

Baca

L. M.

Patton

J. M.

(2008). Methods for teaching culturally and linguistically diverse exceptional learners. Columbus, OH: Pearson.

29.

Klingner

J. K.

Artiles

A. J.

Barletta

L. M.

(2006). English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39, 108-128.

30.

Lucas

Villegas

A. M.

Freedson-Gonzalez

(2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59, 361-373.

31.

Mak

Pun

(2015). Cultivating a teacher community of practice for sustainable professional development: Beyond planned efforts. Teachers and Teaching, 21, 4-21.

32.

McFarland

(2016, February). Diversity in home languages: Examining English learners in U.S. public schools. Retrieved from https://nces.ed.gov/blogs/nces/post/diversity-in-home-languages-examining-english-learners-in-u-s-public-schools

33.

McFarland

Hussar

de Brey

Snyder

Wang

Wilkinson-Flicker

. . . Hinz

(2017). The condition of education 2017 (NCES 2017-144). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144

34.

McGraner

K. L.

Saenz

(2009). Preparing teachers of English language learners: TQ connection issue paper on improving student outcomes in general and special education. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from https://eric.ed.gov/?id=ED543816

35.

National Center for Education Statistics. (2016, February). Diversity in home languages: Examining English learners in U.S. public schools. Retrieved from https://nces.ed.gov/blogs/nces/post/diversity-in-home-languages-examining-english-learners-in-u-s-public-schools

36.

National Center for Education Statistics, Schools and Staffing Survey. (2004). Table 6. Of schools that had Limited-English-Proficient (LEP) students, types of LEP programs, by school type and selected school characteristics: 2003–04. Retrieved from https://nces.ed.gov/surveys/sass/tables/sass_2004_06.asp

37.

National Center on Universal Design for Learning. (2017). Universal design for learning guidelines. Retrieved from www.udlcenter.org/aboutudl/udlguidelines

38.

Orosco

M. J.

O’Connor

(2014). Culturally responsive instruction for English language learners with disabilities. Journal of Learning Disabilities, 47, 515-531.

39.

Ortiz

A. A.

Robertson

P. M.

Wilkinson

C. Y

Liu

McGhee

B. D.

Kushner

(2011). The role of bilingual education teachers in preventing inappropriate referrals of ELLs to special education: Implications for response to intervention. Bilingual Research Journal: Journal of the Association for Bilingual Education, 34, 316-333.

40.

Ortiz

A. A.

Yates

J. R.

(1982). Teacher training associated with serving bilingual exceptional students. Teacher Education and Special Education, 5(3), 62-68.

41.

Ortiz

A. A.

Yates

J. R.

García

S. B.

(1990). Competencies associated with serving exceptional language minority students. Bilingual Special Education Perspective, 9, 1, 3-5.

42.

Pratt-Johnson

(2006). Communicating cross-culturally: What teachers should know. The Internet TESL: Journal for Teachers of English as a Second Language, 12(2). Retrieved from http://iteslj.org/Articles/Pratt-Johnson-CrossCultural.html

43.

Pugach

M. C.

Blanton

L. P.

(2009). A framework for conducting research on collaborative teacher education. Teaching and Teacher Education, 25, 575-582.

44.

Ramirez

J. D.

Yuen

S. D.

Ramey

D. R.

Pasta

D. J.

(1991). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children (Executive summary). San Mateo, CA: Aguirre International. Retrieved from https://files.eric.ed.gov/fulltext/ED330216.pdf

45.

Reeves

J. R.

(2006). Secondary teacher attitudes toward including English-language learners in mainstream classrooms. Journal of Educational Research, 99, 131-142.

46.

Robertson

P. M

García

S. B.

McFarland

L. A.

Rieth

H. J.

(2012). Preparing culturally and linguistically responsive special educators: It “does” take a village. Interdisciplinary Journal of Teaching and Learning, 2, 115-130.

47.

Robertson

P. M.

García

S. B.

Rodriguez

H. M.

(2016). Walking the talk: Collaborative preparation of bilingual and special educators to serve English language learners. Multiple Voices in Ethnically Diverse Special Education, 16(2), 3-21.

48.

Robertson

P. M

McFarland

L. A.

Sciuchetti

M. B.

García

S. B.

(2017). Connecting the dots: An exploration of how pre-service special education teachers make sense of disability and diversity. Teaching and Teacher Education, 65, 34-47.

49.

Robertson

P. M.

Ortiz

A. A.

Wilkinson

C. Y.

(2017). Using the LLAREL to document language and literacy development of English learners. Session presented at the annual conference of the Council for Exceptional Children, Boston, MA.

50.

Rodriguez

Carrasquillo

(1997). Bilingual special education teacher preparation: A conceptual framework. New York State Association for Bilingual Education Journal, 12, 98-109.

51.

Sullivan

A. L.

(2011). Disproportionality in special education: Identification and placement of English language learners. Exceptional Children, 77, 314-334.

52.

Tanenbaum

Boyle

Soga

Carlson

Floch

Golden

Petroccia

. . . O’Day

(2012). National evaluation of Title III implementation: Report on state and local implementation. Washington, DC: American Institutes for Research. Retrieved from https://www2.ed.gov/rschstat/eval/title-iii/state-local-implementation-report.pdf

53.

TESOL International Association. (2010). Standards for the recognition of initial TESOL programs in P-12 ESL teacher education. Retrieved from http://www.tesol.org/docs/default-source/advocacy/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdf?sfvrsn=4

54.

U.S. Census Bureau. (2015). Most comprehensive language data ever released from the Census Bureau. Retrieved from https://census.gov/newsroom/press-releases/2015/cb15-185.html

55.

U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2012). Language Instruction Educational Programs (LIEPs): A review of the foundational literature. Washington, DC: Author.

56.

Wells

A. S.

Fox

Córdova-Cobo

(2016). How racially diverse schools and classrooms can benefit all students. Washington, DC: The Century Foundation. Retrieved from https://tcf.org/content/report/how-racially-diverse-schools-and-classrooms-can-benefit-all-students

57.

Zetlin

Beltran

Salcido

Gonzales

Reyes

(2011). Building a pathway of optimal support for English language learners in special education. Teacher Education and Special Education, 24, 59-70.