Supporting Multilingual Students from Policy to Practice: Systemic Initiatives to Create Equitable Career and Technical Education

Autor/in	Emerick, Mark R.
Titel	Supporting Multilingual Students from Policy to Practice: Systemic Initiatives to Create Equitable Career and Technical Education
Quelle	In: International Multilingual Research Journal, 16 (2022) 3, S.209-216 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Emerick, Mark R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2022.2080900
Schlagwörter	Multilingualism; Access to Education; Teacher Education; Equal Education; Student Needs; Faculty Development; Teacher Certification; Inclusion; Vocational Education + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerausbildung; Lehrerbildung; Inklusion; Ausbildung; Berufsbildung
Abstract	This paper focuses on the need to provide systems of support for multilingual students in career and technical education (CTE) programs. The paucity of research on multilingual students' access to, participation in, and outcomes from CTE and lack of attention to issues of language in CTE teacher preparation has left CTE educators and administrators with little basis for imagining meaningful, research-based initiatives to support multilingual students. In this paper, I describe an ongoing equity-focused PD initiative undertaken by a large regional CTE center to address the needs of multilingal students and advance equity in CTE programs. The program foregrounded professional development opportunities for teachers "and" administrators to ensure that equity is pursued on a systemic level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01