English Language Learners in the Southeastern United States: Considerations for Practice, Policy, and...

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Ester J. de Jong Eric Dwyer

English Language Learners in the Southeastern United States

Considerations for Practice, Policy, and Advocacy

Ester J. de Jong, Eric Dwyer, Mary Elizabeth Wilson-Patton , Ester J. de Jong

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English

Lexington Books/Fortress Academic
15 July 2024

Bilingualism & multilingualism; ELT: teaching theory & methods; Educational strategies & policy; Teaching skills & techniques

This book examines the impact of and response to the rapidly growing English language learner (ELL) populations in the southeastern United States on K-16 schooling. Using examples of policy and practice from seven states (Alabama, Arkansas, Florida, Georgia, North Carolina, and Tennessee), the book explores how the contemporary context of accountability regimes and neoliberal tenets affect educational responses to the increased linguistic and cultural diversity in schools and how these realities may be different from when traditional states (such as California or Florida) were developing their responses to (im)migration. The collection of chapters addresses key questions of teacher preparation, effective infrastructures, and frameworks for serving ELLs, dual language bilingual education, and advocacy efforts at the state, district, and local level in the Southeast. The authors describe promising practices in each state, but also note the need for more systemic, statewide approaches that resist the enduring monolingual discourse that has historically characterized much of ELL schooling. They call for transformative policies and practices that take current research into account and that stress the centrality of pluralistic principles to design effective schools for ELLs.

Contributions by: Ester J. de Jong, Eric Dwyer
Edited by: Ester J. de Jong, Eric Dwyer, Mary Elizabeth Wilson-Patton
Imprint: Lexington Books/Fortress Academic
Country of Publication: United States
Dimensions: Height: 229mm, Width: 152mm,
ISBN: 9781666952407
ISBN 10: 1666952400
Pages: 214
Publication Date: 15 July 2024
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

Introduction Ester J. de Jong, Eric Dwyer, and Mary Elizabeth Wilson-Patton Chapter 1: State of the Southeast States: Demographics, Policies, Programming, and Teacher Preparation Mary Elizabeth Wilson-Patton and Zijing An Chapter 2: Community Colleges and ESL Placement: Examining Policies & Processes Through an Equity Lens Elisabeth L. Chan Chapter 3: Redressing Inequities for Multilingual Students and Families in Florida Maria R. Coady and Ryan W. Pontier Chapter 4: Equity and Dual Language/Immersion in North Carolina: A Vision Deferred Joan Lachance and Eleni Pappamihiel Chapter 5: Infusing ELL Expertise in Initial Elementary Teacher Preparation: Alabama and Florida Susan Spezzini and Ester J. de Jong Chapter 6: ESOL Teacher Professional Development in Georgia: Working With and Against State and Local Language Education Policies Linda Harklau, Anna Her Yang, and Tu Thi Cam Dang Chapter 7: Fostering Teacher Candidates’ Competence in Leading Instructional Conversations with Multilingual Learners Through Practice in a Virtual Classroom: A Conversation Analysis Study Leslie Mendez, Donita Grissom, and Joyce Nutta Chapter 8: English Learners in the Volunteer State: Policies, Practices, and Proposed Priorities Kisha Bryan-Jordan, Amber N. Warren, Jenna Davis, and Lou Anne Wilkes Chapter 9: Leadership for Advocacy for ELLS in Arkansa: An Interview Judith Hobson and Eric Dwyer Epilogue: Forging a Pluralistic Path Forward Ester J. de Jong, Eric Dwyer, and Mary Elizabeth Wilson-Patton About the Contributors

Ester J. de Jong is a professor in culturally and linguistically diverse education at the University of Colorado Denver. Eric Dwyer is a program leader and associate professor in foreign language education at Florida International University in Miami. Mary Elizabeth Wilson-Patton is a professor in the English as a Second Language program at Nashville State Community College.

Reviews for English Language Learners in the Southeastern United States: Considerations for Practice, Policy, and Advocacy

“Through contributions by renowned experts in the field of TESOL, this text adeptly highlights the experiences of ‘New Destination’ ELs/MLs in schools-juxtaposed with key concepts such as education policy, demographic changes, classroom contexts and school-based practices. What makes this book so useful is the inclusion of current literature, historical background, and up to date demographics that provide useful insight on policy and practice.” -- Holly Hansen-Thomas, Texas Woman's University