Work

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

Year: 2024

Type: article

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.

Source: Education Policy Analysis Archives

DOI: 10.14507/epaa.32.8283

Authors: Lynnette Mawhinney, LaChan V. Hannon, Jhanae Wingfield, Talib Charriez

Institution: Rutgers, The State University of New Jersey

Language: English

Topic: Education and experiences of immigrants and refugees

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Peace, justice, and strong institutions

Open Access status: diamond

OpenAlex ID: W4402558930

FWCI: 1.291

Cites:

Cited by: 1

Related to: 10