Training Teachers of English Language Learners Using Their Students' First Language

This article examines a graduate teacher-training course designed to meet both the Spanish language proficiency needs of mainstream, bilingual, and English as a second language teachers, and their common professional development needs to teach English language learners. For most course participants Spanish is their second language and the course is conducted almost exclusively in this language guided by a theoretical framework for learning both language and content. Participants benefited from the course and demonstrated command of the second language and awareness of the teaching and learning process; they also applied the strategies to promote linguistic and academic success for their students. Key words: sheltered instruction, professional development, language proficiency, teaching strategies, bilingual education, mainstream teachers