Providing high-quality teachers for students, regardless of background, is crucial as teacher quality is an important factor in improving student achievement (Irvine & Fenwick, 2011). However, Sleeter (2005) emphasizes that teachers with limited multicultural experiences and low expectations of culturally diverse children may have fewer successes in decreasing the achievement disparity. The purpose of this research is to examine: How are teachers prepared with an awareness and knowledge for the academic language? Who prepares teachers candidates? Teacher candidates rely on teacher educators within their college-based teacher education program and teacher mentors in the field to support their development as future teachers of academic language in the area of English Language Arts.
Stay tuned for publications on the results of this work!
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