LAUSR

In light of shifting immigration trends and demographics, teacher preparation must be rethought to ensure culturally and linguistically responsive curriculum and classroom practice. This imperative is one with which educators have long been struggling, but have yet to adequately address. Fourteen years ago, I wrote an article about this very same imperative, which looked “at the issue of teacher preparation in light of changing demographics as a direct consequence of increased immigration” (Goodwin, 2002a, p. 156). The article concluded that “conversations about the unique needs of immigrant children and recommendations for better teacher preparation are futile if society and educators do not have the will to do the right thing” (p. 170). A decade and a half since that article was published, it is troubling to find it necessary to engage in the same examination and assessment of the same issues. The question now is: What, if anything, is different in terms of who is in the classroom now? Are teachers any more prepared to work with immigrant children? Have the issues facing immigrant children—and their families—changed? How is the world different and what does that difference mean for education? Immigration and immigrants are indelibly woven into the fabric of American history, so any discussion about the education of immigrant children is embedded in an ongoing socio-historical conversation. In what ways have educators been full participants in that conversation? Have we done the right thing? This article attempts to address these questions about preparing teachers for newcomers entering US classrooms today. It begins by looking at curriculum and teaching practices that seem to be in place (or not), and outlines key issues facing todays' immigrants to the United States. The article closes with some suggestions for teacher preparation if we are truly committed to educating all children well.