Leadership training of early childhood educators: The case of teacher preparation programs in the United States

2021 ◽  
Vol 23 (4) ◽  
pp. 102-127
Author(s):  
Eun Kyeong Cho
Keyword(s):  
United States ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Leadership Training ◽  
The United States ◽  
Early Childhood Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs

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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