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About this CAL Publication
With the strong and increasing presence of Multilingual Learners in U.S. public schools, multilingual educators are vital to ensuring academic excellence and promoting multilingualism and multiliteracy among these students. However, the current shortage of qualified educators exacerbates the disproportionately small share of those who are multilingual. With a higher percentage of multilingual speakers represented among paraeducators, this group represents a corps of potential teacher candidates. This paper explores the history of exclusionary practices in U.S. education which have influenced current teacher shortages, establishes research on the benefits to diverse students of congruent educators, includes examples of teacher preparation programs which support paraeducator-to-teacher pathways, and explores obstacles faced by multilingual teacher candidates to entering the profession, with proposed processes to eliminate such barriers.
About the Publisher
The Center for Applied Linguistics (CAL) is a nonprofit organization founded in 1959. Headquartered in Washington, DC, CAL has earned an international reputation for its contributions to the fields of bilingual and dual-language education, English as a second language, world languages education, language policy, assessment, immigrant and refugee integration, literacy, dialect studies, and the education of linguistically and culturally diverse adults and children. CAL’s mission is to promote language learning and cultural understanding by serving as a trusted resource for research, services, and policy analysis. Through its work, CAL seeks solutions to issues involving language and culture as they relate to access and equity in education and society around the globe.
Contact CAL
Contact the Center for Applied Linguistics at communications@cal.org.
Suggested Citation
Llorca, E. (2024). Addressing the Educator Shortage: Supporting Pathways to the Teaching Profession for Multilingual Paraeducators. Center for Applied Linguistics.
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