Apprenticing Educators of Emergent Bilingual Learners: Partnerships to Promote Linguistically Responsive Practice in Classrooms, Schools, and Communities

The population of students labeled as English learners (ELs), referred to here as emergent bilingual learners (EBLs), continues to grow in schools across the United States. In this article, we share one urban university's collaborative approach to building professional capacity for cultural and...

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Bibliographic Details
Published in:The Professional educator 2020-01, Vol.43 (1), p.70-80
Main Authors: Heineke, Amy J, Roudebush, Amanda, Papola-Ellis, Aimee, Davin, Kristin J, Cohen, Sarah, Wright-Costello, Beth
Format: Article
Language:English
Subjects:
Bilingual education
Bilingual Students
Bilingualism
Capacity Building
Catholics
Church Related Colleges
Collaboration
Cultural Differences
Educational Change
Educational partnerships
Elementary Secondary Education
English (Second Language)
English Language Learners
Faculty Development
Institutional Cooperation
Knowledge Base for Teaching
Language Acquisition
Learning
Literacy Education
Organizations (Groups)
Partnerships in Education
Program Descriptions
Second Language Learning
Student Needs
Students
Teacher Educators
Teachers
Teaching
Teaching Methods
Universities
Urban Universities
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Summary:The population of students labeled as English learners (ELs), referred to here as emergent bilingual learners (EBLs), continues to grow in schools across the United States. In this article, we share one urban university's collaborative approach to building professional capacity for cultural and linguistic diversity, considering both vertical and horizontal partnerships. We conceptualize vertical collaboration as mutually beneficial partnerships between the university and schools with stakeholders prioritizing capacity building efforts for high-quality teaching and learning. Another integral and less-explored facet of partnerships, we describe the pertinent role of horizontal collaboration across universities, where teacher educators came together to define the knowledge base that practitioners of EBLs must possess to support student learning across the diverse communities of our city. Our collaborative efforts to develop a framework for teacher expertise shaped our professional development efforts in schools, as we worked with teachers and administrators to build capacity centered on the unique and diverse needs of EBLs.
ISSN:0196-786X
2162-6618