Teaching English to Speakers of Other Languages (ESOL) and bilingual education teachers face many challenges, including teaching in multilingual classrooms, addressing diverse learning needs, and engaging families and communities. These difficulties can make it challenging for new teachers to feel supported and to develop the skills needed to provide high-quality instruction to English Learners (ELs). The field also lacks professional development opportunities, creating a sense of isolation.

Mentoring and Reflective Teachers in ESOL and Bilingual Education is a practical solution to these challenges. The book draws on expert educators' experiences to offer strategies and best practices that can be used to support new ESOL teachers' professional development. The book emphasizes the importance of collaboration, reflective practice, and ongoing professional development, offering concrete examples of how these practices can be implemented in real-world contexts. This comprehensive guide covers various professional activities that can help improve classroom instruction for ELs and encourage family and community involvement. Topics include mentoring in ESOL teacher education, professional development, and support for ESOL teachers, guided practice and professional growth of teachers of culturally and linguistically diverse learners, collaborative networks of ESOL teachers, building a community of reflective practice, and best practices in ESOL education. With this book, ESOL and bilingual education teachers can gain the support they need to provide high-quality instruction to ELs and build strong relationships with families and communities.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Best Practices in ESOL Education
Building a Community of Reflective Practice
Collaborative Networking
Emotional and Professional Support
Guided Practice and Professional Growth of Teachers of Culturally and Linguistically Diverse Learners
Mentoring in ESOL Teacher Education
Professional Development and Support for ESOL Teachers
Professional Development for ESOL Family and Community Engagement
TESOL Educational Networks for Increased Collaboration and Professional Development
Transforming Teaching Practice through Mentoring and Professional Development

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Editor/Author Biographies

Jung Kang K. Miller is a tenured Professor of Literacy and Multilingual Studies in the School of Education. She received her Ph.D. in Curriculum and Instruction with a specialization in TESOL from New Mexico State University and her M.A. in Applied Linguistics with a concentration in ESL and bilingual Education from the University of Massachusetts, Boston. She joined Mercy University in 2018 and served as Chair of the Department of Literacy and Multilingual Studies for seven years. Her research interests include second language acquisition, cross-cultural communication, multilingualism, teacher education, and adult ESL. She has experience co-directing several grant projects, including an NYSED-funded program for ESOL teachers, the Clinically Rich Intensive Teacher Institute in ESOL, and a federally funded Korean language program, STARTALK, to promote Korean language and culture for both heritage and non-heritage students. She has taught graduate courses in second language theories and methods, multiculturalism in education, sociolinguistics and second language acquisition, and clinical practice in TESOL. She has undertaken scholarly activities in the discipline, including various publications and presentations. Her recent research focuses on mentoring in ESOL education. She strives to establish a connection between research and teaching as well as theory and practice and constantly integrates reflective thinking and inquiry into her teaching.

Dr. Otcu-Grillman is an Associate Professor at TESOL/Bilingual Education Department of Mercy College, NY. She is also the Project Director of CR-ITI ESOL (Clinically Rich Intensive Teacher Institute in ESOL) program. She teaches bilingual education, ESL teaching methods, clinical practices, and linguistics. She received her doctorate from Teachers College, Columbia University in International Educational Development, with a focus on Language, Literacy, and Technology. Dr. Otcu-Grillman’s dissertation was published as Language Maintenance and Cultural Identity Construction (Verlag Dr. Müller, 2010), the first case study of Turkish language maintenance and development in a Turkish community school in the US. She authored several book chapters, journal and newsletter articles, and co-edited Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City (Multilingual Matters, 2012).

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