Recent Articles

Resisting practice to impact policy: A case for moving toward an ESL/bilingual teacher education initiative

Authors

DOI:

https://doi.org/10.14507/epaa.32.8283

Keywords:

ESL/bilingual teacher education, urban education, preservice teachers, Teachers of Color and Indigenous Teachers, teacher education policy

Abstract

While it is nationally recognized that there is a high need for teachers, particularly those of diverse backgrounds and with ESL/bilingual certifications, barriers to certification continue to exist for undocumented individuals. Within the state of New Jersey, these barriers mirror the national limitations. Although New Jersey has made efforts to address citizenship and reform policies, some barriers persist, hindering these candidates from making a positive impact on students' lives through a teaching career. This policy piece aims to shed light on the barriers to teacher certification faced by undocumented individuals and outlines measures taken by the Rutgers University-Newark (RU-N) Department of Urban Education to address these challenges. 

Downloads

Download data is not yet available.

Author Biographies

Lynnette Mawhinney, Rutgers University–Newark

Lynnette Mawhinney, PhD, is Professor of Urban Education and Senior Associate Dean for Strategic Academic Initiatives in the School of Arts and Sciences at Rutgers University–Newark. An award-winning scholar, her current scholarship focuses on applying visual-based research to the recruitment and retention of teachers of Color.

LaChan V. Hannon, Rutgers University–Newark

LaChan V. Hannon, PhD, is the Director of Teacher Preparation & Innovation and an Assistant Professor of Professional Practice in the Department of Urban Education at Rutgers University–Newark. She earned her PhD in teacher education and teacher development and believes that schools improve when they intentionally engage families and communities. Her scholarly work focuses on the intersectionality of race, disability, and parent engagement as they relate to welcomeness and the development of school leaders and educators.

Jhanae Wingfield, Rutgers University–Newark

Dr. Jhanae Wingfield, an Assistant Professor of Professional Practice at Rutgers University–Newark, is a dedicated researcher and practitioner passionate about education and a commitment to promoting culturally relevant practices and equitable access for youth. With expertise in early literacy and teacher education, Dr. Wingfield strives to ensure that children in urban communities receive high-quality educational experiences and prepare teachers to deliver those experiences.

Talib Charriez, Rutgers University–Newark

Christopher “Talib” Charriez, Senior Program Coordinator with the New Jersey Scholarship and Transformative Education in Prisons Initiative (NJ-STEP), holds a BA in psychology from Rutgers University–Newark and is dedicated to advocating for equitable access to education and research opportunities for those affected by the justice system.

Downloads

Published

2024-09-17

How to Cite

Mawhinney, L., Hannon, L. V., Wingfield, J., & Charriez, T. (2024). Resisting practice to impact policy: A case for moving toward an ESL/bilingual teacher education initiative. Education Policy Analysis Archives, 32. https://doi.org/10.14507/epaa.32.8283

Issue

Vol. 32 (2024)

Section

Research on Teachers of Color and Indigenous Teachers

License

Copyright (c) 2024 Lynnette Mawhinney, LaChan V. Hannon, Jhanae Wingfield, Talib Charriez

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.