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Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

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References

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2001Dual Language Education689 cited

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2018What Teachers Need to Know About Language666 cited

2005The Critical Role of Vocabulary Development for English Language Learners664 cited

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2014Beliefs in Context41 cited
2017Perceptions of linguistically responsive teaching in teacher candidates/novice teachers37 cited
2016Interest convergence and hegemony in dual language: Bilingual education, but for whom and why?35 cited
2015Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges30 cited
2020Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis27 cited
2018Changing Demographics of Dual Language Learners and English Learners: Implications for School Success24 cited
2020State English learner education policy: A conceptual framework to guide comprehensive policy action24 cited
2021Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els?23 cited
2019A decade after institutionalization: educators’ perspectives of structured English immersion14 cited
2019Early Childhood Care and Education for Bilingual Children and the Road to Multilingualism14 cited
2020Equity and Excellence Among Arizona School Leaders: Encouraging Integration within a Segregative Policy Context12 cited
2021English learner education and teacher preparation in the U.S.: an interpretive language education policy analysis11 cited
2017Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners3 cited