The following have been identified by either Gonzalez and Darling-Hammond (1997) or August and Hakuta (1997), or both, as model teacher education and development programs for teachers who work with linguistically diverse students. For more information on the programs, see the above sources.
PRESERVICE PROGRAMSThe Second Languages and Cultures Education Program (University of Minnesota)
California's Cross-Cultural Language and Academic Development Program (CLAD)
The Latino Teacher Project (University of Southern California)INSERVICE PROGRAMS
The International High School (New York City)
Center for Research in Educating Students Placed at Risk (CRESPAR) (Johns Hopkins University)
ESOL Inservice Project (Dade County Public Schools)
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PRESERVICE PROGRAMS
The Second Languages and Cultures Education Program (University of Minnesota): In an effort to decrease isolation of language teachers, this program combines preparation of foreign language and ESL teachers. Students work together as a cohort during their teacher education program and throughout their first year of teaching. Students reflect on their own developing practice and give each other feedback through the use of conferencing, journaling, on-site visits, videotaping their own teaching, and "work days" to complete group projects. Assessment is based on a variety of authentic tasks revolving around the following themes:
California's Cross-Cultural Language and Academic Development Program (CLAD): The statewide certification is designed to prepare classroom teachers of mainstream subjects who have or will have English Language Learners in their classrooms. The CLAD endorsement can be added to a regular teachers license if individuals complete coursework or pass examinations in (a) language structure and first- and second-language development, (b) special methods of instruction for English Language Learners, and (c) cultural diversity. For prospective teachers, fieldwork must also be carried out in a classroom with a CLAD-certified teacher. Finding appropriate fieldwork placements has been one of the greatest challenges of the relatively new program, as not enough placements with CLAD-certified teachers are available for the growing number of students seeking the endorsement. In addition to the above requirements, a teacher seeking a certification in Bilingual Cross-Cultural Language and Academic Development (B-CLAD) must pass examinations or complete coursework in (a) the target language, (b) the target culture, and (c) methodology for target language instruction.
For more information see Teacher Credentialing and Professional Development in California.
The Latino Teacher Project (University of Southern California): This project was developed at the University of Southern California in order to address state's shortage of bilingual Latino teachers. Teaching assistants from undergraduate programs, post-baccalaureate teacher education programs and community colleges work as "paraeducators" in the community while they complete the credential. The participants are involved in workshops and other activities, based on a "sociocultural, assisted performance model of professional development" which "create a community of learners to provide professional socialization to students enrolled." (August & Hakuta, 1997, p. 260) Perhaps the most striking aspect of this program is the extremely high completion rate: approximately 99%. Possible factors contributing to this are participation in the paraeducator program, school/district collaboration and community building.INSERVICE PROGRAMS
The International High School (New York City): This school has primarily low-income students originally from over 50 countries and who speak over 35 languages. It has won numerous awards and has achieved over 90% rates on attendance, graduation, college-going, and pass rates on N.Y. State Competency Tests. One of the eight points in the school's Educational Philosophy is directly related to teacher education: "The most effective instruction takes place when teachers actively participate in the school decision-making process, including instructional program design, curriculum development, materials selection, faculty hiring, staff training, and peer evaluation" (quoted in Gonzalez and Darling-Hammond, 1997, p. 111). Teachers at the school engage in interdisciplinary team teaching, curriculum development, and observations of each others' classrooms.
Center for Research in Educating Students Placed at Risk (CRESPAR) (Johns Hopkins University): The Center supports professional development programs throughout the country, including Texas school districts in Ysleta, San Antonio, and El Paso. A centerpiece in these programs is teacher learning communities (TLCs), in which teachers meet regularly to "identify areas of interest, problems, and solutions; plan and organize their professional development activities; share knowledge, teaching skills, and students products; and conduct peer observation and coaching." (Gonzalez and Darling-Hammond, 1997, p. 121). Another key component is the opportunity for follow-up to teacher training sessions. As teachers were learning new bilingual teaching methods, project staff visited their classrooms "to observe, offer feedback, make videotapes for joint analysis, and offer guidance with peer coaching and the teacher learning communities process" (August and Hakuta, 1997, p. 257).
ESOL Inservice Project (Dade County Public Schools): The ESOL project came about as the result of a lawsuit brought by the Multicultural Education Training and Advocacy on behalf of the language minority students of the state. The suit was settled and as a result the state must provide training to all teachers and support personnel to insure that they can meet the needs of English Language Learners. The agreement has four parts:Return to Improving Schooling for Language-Minority Children -> Professional Development in the 21st Century -> II.D.1. Teacher Development -> LAU topCourses are offered throughout the year on methods, cross-cultural communication, and testing and evaluation.
- identifying, assessing, and monitoring the progress of language minority students
- providing these students with equal access to appropriate programming
- requiring teachers to obtain appropriate preparation and certification
- evaluating program effectiveness
Criticisms have included the argument that the program's goals were too broad and that the types of teachers admitted should be limited. However a survey of teachers who graduated the program found that 82% found it very useful and 68% indicated that the course had changed their expectations of English Language Learners.More information on requirements for personnel working with English Language Learners in Florida can be found here.