provide support for teachers’knowledge of language, and for use in planning
instruction and engaging in effective formative assessment;- The DLLP approach could be used in teacher pre-service programs to prepare
teachers to work with ELL students and in ongoing professional learning.
Particularly needed are experimental studies that focus on instruction, especially
outside of English language arts and the elementary grades; and the results of
such studies will need to be translated into pre-service and ongoing professional
learning programs; - Studies of the unique linguistic pedagogies that may be necessary for additional
content areas (e.g., science, social studies, the arts). - Studies that investigate what novice teachers entering the profession from
pre-service programs need to know in order“to hit the ground running”in
classrooms with ELL students.
47.7 Conclusion
There seems little doubt that, in many parts of the world, preparing teachers to
effectively teach students who are learning an additional language has to be a
priority. If it is not, then these children will likely be disadvantaged in their access
to college and careers, no matter where they live. In addition to the poor life-long
outcomes in terms of earnings for linguistic-minority students, societies that do not
recognize the potential advantages of this population of students will not reap the
economic benefits of their abilities and talents. In this chapter we have explored the
charge of educating linguistic-minority children in the context of the U.S., raising
issues related to the challenges for teacher-preparation programs as well as possible
ways forward. We believe that many of the issues we have raised are pertinent
beyond the U.S. Every country with linguistic-minority students has a duty to
prepare teachers to work effectively with all students in their classrooms—no
segment of the population can be left out. Teacher-preparation programs right
across the world must equip their teachers with the knowledge and skills to be
effective with their linguistic-minority students so they are ready to provide their
students with the educational opportunities they need and deserve.
References
Bailey, A. L., & Heritage, M. (2014). The role of language learning progressions in improved
instruction and assessment of English language learners.TESOL Quarterly, 48(3), 480–506.
Bailey, A. L., & Osipova, A. (2016).Children’s multilingual development and education:
Fostering linguistic resources in home and school contexts. Cambridge, UK: Cambridge
University Press.
710 A.L. Bailey and M. Heritage