March 2: Claude Goldenberg

Professor of Education, Stanford University

Preparing teachers to teach English language learners:

 

Language, Equity and Educational Policy Working Group (LEEP) colloquium

5:30 pm

Cubberly 114

Pizza and drinks provided

 

Claude Goldenberg is Professor Education at Stanford University. He received his A.B. from Princeton University and Ph.D. from UCLA’s Graduate School of Education. Goldenberg has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in Los Angeles. Prior to his Stanford appointment, Goldenberg was at California State University, Long Beach from 1994-2008. Goldenberg was a National Academy of Education Spencer Fellow and a co-recipient (with Ronald Gallimore) of the Albert J. Harris Award from the International Reading Association. He was on the Committee for the Prevention of Early Reading Difficulties in Young Children (National Research Council) and the National Literacy Panel, which synthesized research on literacy development among language-minority children and youth. He is author of Successful School Change: Creating Settings to Improve Teaching and Learning (Teachers College, 2004), co-author (with Rhoda Coleman) of Promoting Academic Achievement among English Learners: A Guide to the Research (Corwin, 2010), and co-editor (with Aydin Durgunoglu) of Dual language learners: Their development and assessment in oral and written language (Guilford, 2010).

What should teachers of English language learners (ELLs) know and be able to do? The question becomes increasingly urgent as this population of students grows, achievement gaps persist, and teachers report feeling underprepared to meet the challenge. This presentation will first summarize recent reports that have attempted to specify how we should prepare and support teachers to be more successful with English learners. It will then consider these reports in light of research on instructional practices for English learners. Finally, the audience will be invited to consider and discuss (a) what should be the framework for pre-service training and in-service professional development for teachers of ELLs and (b) what would comprise a research program to validate this framework empirically.