Description
Teaching English to Speakers of Other Languages (ESOL) and bilingual education teachers face many challenges, including teaching in multilingual classrooms, addressing diverse learning needs, and engaging families and communities. These difficulties can make it challenging for new teachers to feel supported and to develop the skills needed to provide high-quality instruction to English Learners (ELs). The field also lacks professional development opportunities, creating a sense of isolation.
Mentoring and Reflective Teachers in ESOL and Bilingual Education is a practical solution to these challenges. The book draws on expert educators' experiences to offer strategies and best practices that can be used to support new ESOL teachers' professional development. The book emphasizes the importance of collaboration, reflective practice, and ongoing professional development, offering concrete examples of how these practices can be implemented in real-world contexts. This comprehensive guide covers various professional activities that can help improve classroom instruction for ELs and encourage family and community involvement. Topics include mentoring in ESOL teacher education, professional development, and support for ESOL teachers, guided practice and professional growth of teachers of culturally and linguistically diverse learners, collaborative networks of ESOL teachers, building a community of reflective practice, and best practices in ESOL education. With this book, ESOL and bilingual education teachers can gain the support they need to provide high-quality instruction to ELs and build strong relationships with families and communities.
Author's/Editor's Biography
Bahar Otcu-Grillman (Ed.)
Dr. Otcu-Grillman is an Associate Professor at TESOL/Bilingual Education Department of Mercy College, NY. She is also the Project Director of CR-ITI ESOL (Clinically Rich Intensive Teacher Institute in ESOL) program. She teaches bilingual education, ESL teaching methods, clinical practices, and linguistics. She received her doctorate from Teachers College, Columbia University in International Educational Development, with a focus on Language, Literacy, and Technology. Dr. Otcu-Grillman’s dissertation was published as Language Maintenance and Cultural Identity Construction (Verlag Dr. Müller, 2010), the first case study of Turkish language maintenance and development in a Turkish community school in the US. She authored several book chapters, journal and newsletter articles, and co-edited Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City (Multilingual Matters, 2012).