Strengthening the Teaching Profession for Culturally and Linguistically Responsive Practice

In the U.S., K-12 classrooms are experiencing dramatic increase of culturally and linguistically diverse (CLD) students who face the dual tasks of developing their academic English while simultaneously learning the school curriculum content. Effective integration of language development and content learning has been a focus of CLD teacher development for a long time. However, these CLD students interact most often with the majority of K-12 teachers who do not have the CLD education preparation. Thus, equipping all K-12 teachers with the knowledge and skills to work with CLD students has become a priority across the nation. This priority calls for actions at all levels to make a social difference in teacher education. This paper, reporting on a recent state effort to have all K-12 classroom teachers become capable of working with CLD students in schools, intends to examine the process, the success, and the challenges during the development and the initial implementation of the initiative with potential for making a social difference in teacher preparation and development. The guiding questions include: How did the state manage to launch the initiative in the form of legislation? How is the mandate taken by the regulated agencies? What are the success and challenges during the initial implementation? Data sources include public documents, meeting notes, participation observations, and informal interviews. The initiative is one of its kind in the Unites States. Considering teacher development for CLD education is a global phenomenon, the findings of the study provides implications at the national and international levels.

Teacher Education, Culturally and Linguistically Diverse Education, Culturally Responsive Practice

2019 Special Focus: "Learning to Make a Social Difference"

Paper Presentation in a Themed Session

  • Dr. Jingzi Huang
    • Director; Associate Dean, School of Teacher Education, University of Northern Colorado, United States Colorado, United States
    • Growing up and educated in China, further educated and “polished” in Canada, and deeply involved in teacher education in the past 16 years in the US, I have cultivated in myself the sensitivity to language issues across academic settings. With a Ph.D in Curriculum and Instruction from University of British Columbia, having taught courses in the areas of ESL education, foreign language education, diversity in the classroom, and content literacy across the curriculum, I am currently working as the director of School of Teacher Education and the associate dean of the College of Education and Behaviroal Sciences at the University of Northern Colorado. My research has been focusing on classroom discourse, integration of language and content for second and foreign lanuage education, and mainstreamed ESL students at all levels. Publications include articles in Communication Education; Language and Education; Linguistics and Education; Language, Culture, and Curriculum; International Journal of Learning; International Journal of Applied Linguistics; Language Teaching Research. Most recently, I have been working on teacher development for linguistically responsive education.