Search results for: García Eugene

In this article, the authors reflect on the preparation of teachers for English learners (ELs). The authors also articulate the importance of enhancing teacher knowledge through contact and collaboration with diverse ethnolinguistic communities. The authors build on recent research on the preparation of teachers for cultural responsiveness and linguistic diversity. The authors summarize the most recent research on culturally and linguistically responsive teacher preparation and focus on a framework that includes developing teacher knowledge through contact, collaboration, and community.