News from Ester’s Blog

  • Expanding EAL expertise: Taking a multilingual stance
    by Ester de Jong on 2020-02-16 at 13:00

    English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

  • Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study
    by Ester de Jong on 2019-12-07 at 13:10

    This article explores the experiences of a Chinese language teacher in the United States and how she constructed and negotiated her professional identities during and after her teacher preparation in a U.S.‐based English as a second language (ESL) teacher preparation program. Using narrative inquiry to understand the participant’s experience and perspectives of her professional identities

  • General Education Teacher Educators and English Language Learner Teacher Preparation: Infusion as Curricular Change
    by Ester de Jong on 2019-10-28 at 13:20

    To address the needs of English Language Leaners (ELLs) in grade-level content-area classrooms, teacher education programs are moving toward “infused” models of instruction where preservice general education courses include ELL-specific content. Little is known about how this curricular change is accomplished. To address this gap, this qualitative study examined how general teacher educators address ELL-specific

  • Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
    by Ester de Jong on 2019-10-21 at 13:16

    Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine

  • A Multilingualism-as-a-Resource Orientation in Dual Language Education
    by Ester de Jong on 2019-04-22 at 13:47

    Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home linguistic and cultural experiences as a deficit rather than an asset for teaching and learning