IN-PERSON Prague Research & Teaching Conference

Abstract

Middle and high school teachers face the dual challenge of effectively teaching content while supporting the language needs of English learners (aka emergent bilinguals). To assess teachers’ readiness, we examined 46 single-subject teacher candidates’ (TCs) perceptions of and predispositions toward English Learners (ELs)/Emergent Bilinguals (EBs) upon entering our teacher education program. Findings indicate the need for a pedagogy of continuity, where TCs learn language acquisition principles alongside content pedagogy to design, implement, and evaluate culturally and linguistically responsive practices. We believe that if teacher candidates are aware of their biases and embrace students’ linguistic assets, language learners can maintain their home language while developing English skills. Conversely, if these biases remain unaddressed, learners risk losing their home language and becoming monolingual in English. This presentation will engage the audience in discussing strategies to achieve the following goals based on our study results: Addressing Biases: Many TCs enter programs with implicit and explicit biases toward ELs/EBs. Teacher preparation programs must include assignments and spaces for TCs to deconstruct these biases, ensuring readiness to build linguistically inclusive classrooms. Embracing Linguistic Assets: Despite biases, many TCs feel ready to work with EBs. To avoid implementing deficit models, TCs need to consciously embrace and leverage students’ linguistic assets. By fostering a reflective and inclusive approach in teacher education, we can better prepare candidates to support the diverse linguistic backgrounds of their students, promoting bilingualism and academic success.