The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.
Making Ends Meet: Bringing Bilingual Education and Mainstream Students Together in Preservice Teacher Education
Abstract
In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and culture in teaching and learning. This study describes one effort to consciously combine preservice bilingual and mainstream education teachers in a bilingual education methods cohort. Students reported promising gains in cross-cultural understanding and in cross-program appreciation. Some losses took place as well, however, and further innovation and research are needed in order to ensure that such efforts to combine programs strengthen, but not weaken, each program.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Studies have concluded that teachers graduating from education programs do not have the strategies necessary for simultaneous support of both academic content development and English-language growth (Buck et al.; Evans, Arnot-Hopffer, & Jurich, 2005; Waxman & Téllez, 2002).”
From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Evans, Arnot-Hopffer, & Jurich, 2005
In the citing paper
“Linguistic differences and intercultural communications are intimidating and uncomfortable to those who have not yet encountered these experiences either first or second hand (Dorrington & Ramirez-Smith; Evans et al., 2005; Reiff & Cannella, 1992; Youngs & Youngs, 2001).”
From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Evans et al., 2005
In the citing paper
“Evans et al. (2005) found that knowledge about ELL supports was often not valued or sought and that in some cases classroom teachers went so far as to resent support for them in their schools.”
From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Evans et al. (2005)
Citations
Cites
Basics of Qualitative Research: Grounded Theory Procedures and Techniques.
Ellis, C., Strauss, A., & Corbin, J. M. (1992) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2074814 · Cited by 29,267
Handbook of Qualitative Research
Crozier, G., Denzin, N., & Lincoln, Y. (1994) · British Journal of Educational Studies · doi:10.2307/3121684 · Cited by 26,666
Basics of Qualitative Research: Grounded Theory Procedures and Techniques
Long, D. R., Strauss, A., & Corbin, J. M. (1993) · Modern Language Journal · doi:10.2307/328955 · Cited by 17,625
Review of research in education
Shulman, L. S., Mowry, S., & Berliner, D. C. (1973) · F.E. Peacock eBooks · Cited by 7,754
Handbook of Qualitative Research
Londoño Fernández, J. L. (1994) · Journal of Environmental Psychology · doi:10.1016/s0272-4944(05)80230-0 · Cited by 5,754
Second Language Acquisition and Second Language Learning
Bernhardt, E. B., & Krashen, S. D. (1989) · Modern Language Journal · doi:10.2307/326882 · Cited by 4,603
Legacies: the story of the immigrant second generation
(2002) · Choice Reviews Online · doi:10.5860/choice.39-3456 · Cited by 4,539
Other people's children: cultural conflict in the classroom
(1995) · Choice Reviews Online · doi:10.5860/choice.32-6344 · Cited by 3,898
Affirming Diversity: The Sociopolitical Context of Multicultural Education.
Gordon, B. M., & Nieto, S. (1992) · The Journal of Negro Education · doi:10.2307/2295263 · Cited by 3,476
Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Smith, J. M. (2002) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050208667759 · Cited by 2,349
Research works printed but not linked: 12
- Collier V. P., 1995, Providing academic success for ESL students
- Delpit L. D., 1995, Other peoples' children: Cultural conflict in the classroom
- Flores Dueñas L., 2004, Multicultural and multilingual literacy and language practices: Contexts and practices, 180
- Menken K., 2000, Framing effective practice: Topics and issues in educating English language learners, 41
- Morey A. I., 1997, Multicultural course transformation in higher education: A broader truth
- 2003, NABE News, 26, 52
- Reyes M., 2001, The best for our children: Critical perspectives on literacy for Latino students
- Reyes P., 1999, Lessons from high-performing Hispanic schools: Creating learning communities
- Schinke-Llano L., 1983, Classroom-centered research in second language acquisition, 146
- Skyrtic T., 1991, Effective schools for all, 20
- Sleeter C. E., 1986, Journal of Educational Equity and Leadership, 6, 105
- Wong-Fillmore L., 2000, What elementary teachers need to know about language
Cited by
Linguistically Responsive Teacher Education
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008) · Journal of Teacher Education · doi:10.1177/0022487108322110 · Cited by 657
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education
Lucas, T., & Villegas, A. M. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.770327 · Cited by 583
Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. M. (2018) · The Educational Forum · doi:10.1080/00131725.2018.1420850 · Cited by 159
Teacher Preparedness for a Changing Demographic of Language Learners
Webster, N. L., & Valeo, A. (2011) · TESL Canada Journal · doi:10.18806/tesl.v28i2.1075 · Cited by 67
“The fact that PTs are willing to rely on inservice development in this way uncovers their assumptions about what is deemed important preparation (Evans et al., 2005).”
BackgroundFaez, F. (2012) · Canadian Journal of Education / Revue canadienne de l éducation · Cited by 49
Metadata
- Authors
- Evans, C., Arnot-Hopffer, E., & Jurich, D.
- Affiliations
- University of Arizona (US)
- Venue
- Equity & Excellence in Education
- Publisher
- Informa UK Limited
- Published
- 2005-02-16
- Volume
- 38
- Issue
- 1
- Pages
- 75-88
- ISSN
- 1066-5684 (ISSN-L)
- 1547-3457
- OpenAlex
- W2058187875
- Cited by
- 36
- References
- 50
- Citations by year
- 2025: 1 · 2022: 1 · 2021: 2 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 2 · 2015: 5 · 2014: 3 · 2013: 2 · 2012: 5
- FWCI
- 8.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Equity & Excellence in Education (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- bilingual education, mainstream education, initial teacher education, teacher preparation, language minority students, intercultural understanding, multicultural classrooms
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
