This is the fourth post in our blog series. Previously, we’ve focused on supporting teacher candidates preparing to work with multilingual learners more broadly, while here we focus on specific content areas.
We teach sheltered English immersion courses to teacher candidates working toward a teaching license in content areas, and in these courses we focus on cultivating asset-based dispositions and culturally responsive teaching so that teacher candidates can develop critical perspectives and pedagogical practices to become linguistically responsive teachers. However, while the teacher candidates we work with are committed to being the best classroom teacher they can be, we know that good teaching is simply not enough when working with multilingual learners. Further, though most teachers work with multilingual learners, not all of them necessarily identify as teachers of multilingual learners.
All teachers need to develop an awareness of the (English) language demands in their classroom and use it to inform their curricular and instructional decisions. In this post, we explore the following question:
How can we help teacher candidates
recognize the role of language in their content areas?