Teachers of CLD （culturally and linguistically diverse） public school students New York and Rome, Italy were interviewed about their work with this unique, growing subset of learners. The 12 teachers＇ stories highl...Teachers of CLD （culturally and linguistically diverse） public school students New York and Rome, Italy were interviewed about their work with this unique, growing subset of learners. The 12 teachers＇ stories highlight myriad issues facing educators across the globe. Each teacher had recently participated in a research-based and government-sponsored professional development program focused on second language acquisition and culturally responsive pedagogy. Themes emerged through the analysis of individual interviews and classroom observations. These findings highlight teachers＇ perceptions of effective professional development, along with identification of institutional barriers impeding the delivery of best practices to CLD students. Cross-cultural comparisons are made which suggest an inconsistency in educational services for CLD students, along with an urgent need for professional development courses for teachers and administrators. The educators＇ voices shed light on both the challenges and rewards associated with this important work.展开更多
文摘Teachers of CLD （culturally and linguistically diverse） public school students New York and Rome, Italy were interviewed about their work with this unique, growing subset of learners. The 12 teachers＇ stories highlight myriad issues facing educators across the globe. Each teacher had recently participated in a research-based and government-sponsored professional development program focused on second language acquisition and culturally responsive pedagogy. Themes emerged through the analysis of individual interviews and classroom observations. These findings highlight teachers＇ perceptions of effective professional development, along with identification of institutional barriers impeding the delivery of best practices to CLD students. Cross-cultural comparisons are made which suggest an inconsistency in educational services for CLD students, along with an urgent need for professional development courses for teachers and administrators. The educators＇ voices shed light on both the challenges and rewards associated with this important work.
