Abstract
Given the current events regarding immigrants and their possible deportation and separation in cities across the United States, graduate students enrolled in Teacher Preparation programs for English as a Second Language are facing an uncertain future. Across the nation teachers, parents, and students are increasingly concerned about safety as well as immediate removal of children from classrooms. The situation is so dire that the National Education Association encouraged all public schools to consider creating safe zones, policies, and proactive actions to ensure the safety of undocumented minors within the realm of the school system. Although much of the mass deportation threats directly impact large sanctuary cities teachers in the Southern region of the U.S. who work with immigrant populations are alarmed and concerned regarding not only their students but their own positions as professional educators. In addition, the situation has a direct impact on Teacher Preparation programs offered at public and private universities in terms of enrollment and need to prepare ESL teachers. The goal of this study is to examine and analyze U.S. emerging policies regarding immigrants imposed by the Trump administration and the current experiences of graduate students enrolled in a professional licensure program for teaching English as a Second Language and the impact of current immigration and deportation as related to their future plans to teach ESL.
Presenters
Dorothy Valcarcel CraigProfessor of Education, Department of Educational Leadership, Middle Tennessee State University, Tennessee, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Education, English as a Second Language, Trump, Immigration
