Abstract
All elementary, secondary, and special education teachers in Massachusetts seeking initial licensure are required to earn a sheltered English immersion (SEI) endorsement. This endorsement is intended to prepare educators to support designated English learners (ELs) in the content areas. However, the course does not reflect current theories of language development or Massachusetts policies about models of second language education. Jennifer Altavilla-Giordano and Emily Blitz explain how they reimagined the course to accomplish three goals: 1) establish a critical stance to SEI instruction, 2) increase the self-efficacy of pre-service teachers, and 3) inspire advocacy on behalf of designated ELs and families.
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