Abstract
English language learners (ELLs) are often placed in mainstream classrooms to be taught by teachers with little preparation for linguistic diversity. This essay discusses the negative consequences for ELLs of being taught by teachers who are unprepared to teach them, making a case for the urgent need to prepare a linguistically responsive teaching force. It also highlights the contributions the authors in this special issue make toward preparing mainstream teachers for today's linguistically diverse classrooms. [ABSTRACT FROM AUTHOR]
Topics
Teaching Methods and Strategies
Teacher Qualifications and Certification
Teacher Evaluation and Effectiveness
Professional Development
Preservice Teacher Preparation
Language Proficiency
Instructional Effectiveness
ESL Programs
English Learners with Special Needs
English Learners
English Learners
Biliteracy
Bilingualism
Bilingual Students
Bilingual Education
Academic Language