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

Autor/inn/en	Heineke, Amy J.; Roudebush, Amanda; Papola-Ellis, Aimee; Davin, Kristin J.; Cohen, Sarah; Wright-Costello, Beth
Titel	Apprenticing Educators of Emergent Bilingual Learners: Partnerships to Promote Linguistically Responsive Practice in Classrooms, Schools, and Communities
Quelle	In: Professional Educator, 43 (2020) 1, S.70-80 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-786X
Schlagwörter	Bilingualism; Second Language Learning; English (Second Language); Urban Universities; Capacity Building; Partnerships in Education; Faculty Development; Institutional Cooperation; Teacher Educators; Knowledge Base for Teaching; Teaching Methods; Student Needs; English Language Learners; Catholics; Church Related Colleges; Organizations (Groups); Elementary Secondary Education; Program Descriptions; Cultural Differences; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulpartnerschaft; Institute; Co-operation; Cooperation; Institut; Kooperation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Katholik; Kirchliche Hochschule; Kultureller Unterschied
Abstract	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. (As Provided).
Anmerkungen	Truman Pierce Institute. 1463 Haley Center, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://wp.auburn.edu/educate/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01