Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue

2011 ◽  
Vol 62 (1) ◽  
pp. 48-61 ◽  
Author(s):  
Rae Young Kim ◽  
Seung-Hwan Ham ◽  
Lynn W. Paine
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
South Korea ◽  
Mathematics Teacher ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mathematics Teacher Preparation

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

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