2008/07/07 by Tamara Lucas, Ana María Villegas, Margaret Freedson-Gonzalez · 1 citation
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Multilingual Education and Policy #Second Language Learning and Teaching
paper · doi:10.1177/0022487108322110
crossref issued 2008/07/07 · crossref published 2008/07/07 · crossref published-online 2008/07/07 · openalex publication_date 2008/07/07 · crossref created 2008/07/07 · crossref published-print 2008/09/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · openalex updated_date 2026/07/28 · crossref indexed 2026/07/28
Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.