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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.
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.
Introduction Ester J. de Jong, Eric Dwyer, and Mary Elizabeth Wilson-PattonChapter 1: State of the Southeast States: Demographics, Policies, Programming, and Teacher Preparation Mary Elizabeth Wilson-Patton and Zijing AnChapter 2: Community Colleges and ESL Placement: Examining Policies & Processes Through an Equity Lens Elisabeth L. ChanChapter 3: Redressing Inequities for Multilingual Students and Families in Florida Maria R. Coady and Ryan W. PontierChapter 4: Equity and Dual Language/Immersion in North Carolina: A Vision Deferred Joan Lachance and Eleni PappamihielChapter 5: Infusing ELL Expertise in Initial Elementary Teacher Preparation: Alabama and Florida Susan Spezzini and Ester J. de JongChapter 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 DangChapter 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 NuttaChapter 8: English Learners in the Volunteer State: Policies, Practices, and Proposed Priorities Kisha Bryan-Jordan, Amber N. Warren, Jenna Davis, and Lou Anne WilkesChapter 9: Leadership for Advocacy for ELLS in Arkansa: An Interview Judith Hobson and Eric DwyerEpilogue: Forging a Pluralistic Path Forward Ester J. de Jong, Eric Dwyer, and Mary Elizabeth Wilson-PattonAbout the Contributors
“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.”
