Language Minority Teacher Preparation: A Review of Alternative Programs

Abstract

This article examines the elements critical to the success of alternative teacher education programs for culturally and linguistically diverse teachers, and analyzes three categories of alternative programs. While such initiatives proliferated during the 1990s, study of essential elements reveals that only a few incorporate comprehensive strategies. Given the Highly Qualified Teacher requirements of the No Child Left Behind Act, understanding the structure of programs successful in recruiting and training culturally and linguistically diverse individuals to become teachers is critical. This is even more urgent given the changing demographics of U.S. schools and the complexity of training majority culture teachers in culturally responsive pedagogy. Most promising programs reviewed include para educator to teacher pipeline programs, and alternative licensing programs with extensive collaboration between local educational agencies and institutions of higher education.