Introduction to “Preparation and Development of Mainstream Teachers for Today’s Linguistically Diverse Classrooms”

Abstract

English language learners (ELLs) are often placed in mainstream classrooms to be taught by teachers with little preparation for linguistic diversity. This essay discusses the negative consequences for ELLs of being taught by teachers who are unprepared to teach them, making a case for the urgent need to prepare a linguistically responsive teaching force. It also highlights the contributions the authors in this special issue make toward preparing mainstream teachers for today's linguistically diverse classrooms.