Abstract
Like many other states, our teacher preparation program arrived at this compartmentalized, “single-experience” ESL-focused course model as a result of local, state, and federal policies in the United States that have increasingly placed ELs into mainstream classrooms rather than into language and literacy development courses (de Jong, 2014). TESOL faculty might have questioned: how can everything related to effective ESL teaching be covered in one semester? The fact of the matter is that the onus on this work largely rests upon teacher candidates’ shoulders after they depart the ESL-focused course. What follows are three practices that largely have arisen from my experiences teaching the ESL-focused course with pre-service teacher candidates from a variety of content-areas in a university teacher preparation program.
Recommended Citation
Gonzalez, M. (2019). Three Ways to Help ESL Content Linger Beyond the “EL Course” in Teacher Preparation Programs. Journal of English Learner Education. (9)1.
Retrieved from https://stars.library.ucf.edu/jele/vol9/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
