Chapter 19: Preparing Teachers for Linguistically Diverse Classrooms

The number of diverse language learners within most classrooms has continued to grow, even in rural contexts (Coady, 2020; Kreck, 2014). With this increasing presence, teacher education programs must prepare teachers who have the knowledge, skills, and dispositions to value and educate these learners (Education Commission of the States, 2020). This chapter will review the work of three university professors who prepare teachers to teach in grades PreK–8. Our chapter will start with a review of sociocultural theory, the salient factors of it, and how it is an essential component of our teacher preparation. Next, we will highlight our university context while sharing how we intentionally integrate a practicum experience partnering with elementary schools with high percentages of students who are linguistically diverse language learners. The chapter will conclude with strategies we believe teacher educators should use to better prepare teacher candidates to create positive learning experiences for emergent bilingual students. These strategies address both learning about and supporting these emergent bilingual students within the classroom. These include but are not limited to translanguaging, learning through authentic assessment, gradual release of responsibility, instructional supports, building student background, and prompts that help teachers reflect on their instruction.