Over the past 30 years, the ethnic and racial representation of students in P-12 grades across the United States has shifted, with increasing number of students coming from households where a language other than English is used. Despite increase in the number of English language learners in recent years, many education stakeholders are of the position that the academic learning of culturally and linguistically diverse students has not been addressed effectively. Teacher preparation programs therefore are compelled to reimagine their curriculum for preparing teachers to educate diverse learners.This chapter describes a teacher preparation course focused on preparing preservice teachers to teach culturally and linguistically diverse students in secondary school grades. Culturally and linguistically relevant practices drawn from course assignments and clinical experience are described as approaches for preparing teachers to teach culturally and linguistically diverse students, specifically the English language learners.
Examining the Role of Meaning-Making and Cultural Competence in How Teachers Understand and Approach their Work with Culturally and Linguistically Diverse Students
