![]() Some might argue that bilingual and ESL teachers engage in such bilingual practices not only because they understand their importance, but also because they can tap into their own bilingual repertoires when teaching English language learners (ELLs). Although the use of students’ home languages has long been delegated as the sole responsibility of bilingual education teachers, effective English as a Second Language (ESL) teachers also strategically draw on students’ home languages for teaching and learning (Gersten & Baker, 2000 Lucas & Katz, 1994 Manyak, 2004). However, the cognitive, cultural, economic, educational, and political benefits of bilingualism or multilingualism have historically been noted by various scholars in the field (Baker & Wright, 2017 de Jong, 2011).īuilding on students’ cultural experiences and extending their home languages and literacies are indispensable scaffolds for learning and for success in school (e.g., de Jong, 2011 González, Moll, & Amanti, 2005). Reinforced by English-only materials and assessments and an English-medium curriculum designed for fluent English speakers, it is not surprising that mainstream teachers purposefully or implicitly default to monolingual English practices in their classrooms (Catalano & Hamann, 2016 de Jong, 2013). schools, an “English-only” ideology still prevails in mainstream classrooms. ![]() Key words: teacher preparation, English language learners, multilingualism, multilingual stanceĭespite the growing number of bi/multilingual students in U.S. Their actions can be viewed along a continuum from no home language use to sustained multilingual practices. Even if they are monolingual, mainstream K-12 teachers need to take a multilingual stance toward their English language learners and engage in bi/multilingual practices.
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