Preparing Teachers to Serve English Learners With Language- and/or Literacy-Related Difficulties and Disabilities

Competencies needed by teachers who provide language and literacy instruction to English learners (ELs), including bilingual education, English as a second language, general education, and special education teachers, are outlined. The competencies suggest a shared knowledge base all teachers of ELs...

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Bibliographic Details
Published in:Teacher education and special education 2018-08, Vol.41 (3), p.176-187
Main Authors: Ortiz, Alba A., Robertson, Phyllis M.
Format: Article
Language:English
Subjects:
Bilingual education
Collaboration
Cultural sensitivity
Culturally Relevant Education
Disabilities
Disability
Education
Educational programs
English as a second language
English as a second language instruction
English Language Learners
General education
Individualized Instruction
Interdisciplinary aspects
Knowledge base
Language Usage
Literacy
People with disabilities
Reading Difficulties
Second language teachers
Special education
Student Evaluation
Student Needs
Teacher Collaboration
Teacher Competencies
Teacher education
Teacher Education Programs
Teachers
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Summary:Competencies needed by teachers who provide language and literacy instruction to English learners (ELs), including bilingual education, English as a second language, general education, and special education teachers, are outlined. The competencies suggest a shared knowledge base all teachers of ELs must have to provide linguistically and culturally responsive instruction and intervention that is differentiated to meet students’ language-, literacy-, and/or disability-related needs. Implications for teacher education programs are discussed, highlighting the importance of interdisciplinary collaboration in teacher preparation.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406418757035