Re-thinking the Education of Teachers of Language Minority Children: Developing Reflective Teachers for Changing Schools.
Milk, Robert Mercado, Carmen Sapiens, Alexander
National Clearinghouse for Bilingual Education, Washington, DC.
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Teacher training and staff development programs must adapt to reflect shifting political, demographic, and programmatic realities. Preparation of personnel to meet the needs of language minority students must include plans to address three distinct teacher audiences: (a) bilingual education, (b) English as a second language, and (c) mainstream teachers. The primary goal of university-based teacher education programs is to help teachers learn to create challenging learning environments for language minority students. Emphasis should be on practice and assumptions, not on discrete skills. This calls for programs that promote teachers who reflect on what they do in the classroom and on how this affects language minority students and second language learners. In addition to these central propositions, a number of recommendations are offered based on current literature on teacher education and staff development. A list of references is appended. (cas)