Abstract
Growing numbers of people around the world are learning English as a second (or third or fourth) or foreign language (Jenkins 2006; Seidlhofer 2004). Many of these learners are enrolled in schools where English is the language of instruction. To be successful, students learning English and other languages in multilingual contexts need teachers who can provide specific instructional assistance and who bring particular orientations to their teaching. One way to conceptualize such preparation is by developing linguistically responsive teacher education (Lucas, Villegas & Freedson-Gonzalez 2008; Lucas & Villegas 2010, 2011). This framework, developed for mainstream content area teachers in pre-college/university schools in the United States, can be extended for application in multilingual contexts and for preparing teachers of adult language learners. This chapter describes, extends, and illustrates the framework of orientations, knowledge, and skills of linguistically responsive teachers identified by Lucas and Villegas (2011), and discusses how the framework can be incorporated into teacher education programs in multilingual contexts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Athanases, S. Z., & de Oliveira, L. C. (2011). Toward program-wide coherence in preparing teachers to teach and advocate for English language learners. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 195–215). New York: Routledge.
Braine, G. (2011). Nonnative speaker English teachers: Research, pedagogy, and professional growth. New York: Routledge.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains: Pearson Education.
Clayton, C., Barnhardt, R., & Brisk, M. E. (2008). Language, culture, and identity. In M. E. Brisk (Ed.), Language, culture, and community in teacher education (pp. 21–45). New York: Erlbaum.
de Jong, E., & Harper, C. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101–124.
de Jong, E., & Harper, C. (2008). ESL is good teaching “plus”: Preparing standard curriculum teachers for all learners. In M. E. Brisk (Ed.), Language, culture, and community in teacher education (pp. 127–148). New York: Erlbaum.
de Oliveira, L. C. (2011). In their shoes: Teachers experience the needs of English language learners through a math simulation. Multicultural Education, 19(1), 59–62.
de Oliveira, L. C., & Athanases, S. Z. (2007). Graduates’ reports of advocating for English language learners. Journal of Teacher Education, 58(3), 202–215.
de Oliveira, L. C., & Shoffner, M. (2009). Addressing the needs of English language learners in an English education methods course. English Education, 42(1), 91–111.
Dewey, M. (2007). English as a lingua franca and globalization: An interconnected perspective. International Journal of Applied Linguistics, 17(3), 332–354.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
Gibbons, P. (2009). English learners, academic literacy and thinking: Learning in the challenge zone. Portsmouth: Heinemann.
Gnutzmann, C., & Intermann, F. (Eds.). (2005). The globalization of English and the English language classroom. Tubingen: Gunther Narr.
Gort, M., Glenn, W. J., & Settlage, J. (2011). Toward culturally and linguistically responsive teacher education: The impact of a faculty learning community on two teacher educators. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 178–194). New York: Routledge.
Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold.
Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157–181.
Kamhi-Stein, L. D. (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor: University of Michigan Press.
Knapp, K., & Meierkord, C. (Eds.). (2002). Lingua franca communication. Frankfurt: Peter Lang.
Krashen, S. D. (1982). Principles and practices in second language acquisition. NY: Pergamon Press.
Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 606–636). New York: Routledge/Taylor & Francis.
Lucas, T., & Villegas, A. M. (2010). The missing piece in teacher education: The preparation of linguistically responsive teachers. National Society for the Study of Education, 109(2), 297–318.
Lucas, T., & Villegas, A. M. (2011). A framework for preparing linguistically responsive teachers. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 55–72). NY: Taylor & Francis.
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361–373.
Mahboob, A. (2011). The NNEST lens: Non-native English speakers in TESOL. Newcastle Upon Tyne: Cambridge Scholars Publishing.
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah: Lawrence Erlbaum.
Schleppegrell, M. J., & de Oliveira, L. C. (2006). An integrated language and content approach for history teachers. Journal of English for Academic Purposes, 5(4), 254–268.
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239.
Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: A coherent approach. Albany: SUNY Press.
Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners. San Francisco: WestEd.
Washburn, G. N. (2008). Alone, confused, and frustrated: Developing empathy and strategies for working with English language learners. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(6), 247–250.
Wiley, T. G. (2005). Second language literacy and biliteracy. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 529–544). Mahwah: Erlbaum.
Wong Fillmore, L. W., & Snow, C. (2005). What teachers need to know about language. In C. T. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7–54). Washington, DC: Center for Applied Linguistics and Delta Systems.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Lucas, T., de Oliveira, L., Villegas, A. (2014). Preparing Linguistically Responsive Teachers in Multilingual Contexts. In: Mahboob, A., Barratt, L. (eds) Englishes in Multilingual Contexts. Multilingual Education, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8869-4_13
Download citation
DOI: https://doi.org/10.1007/978-94-017-8869-4_13
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-8868-7
Online ISBN: 978-94-017-8869-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)