Abstract
This article reports on professional development experiences as teacher trainer in New York City schools, in particular with Dual Language (DL) programs. A successful dual language program appreciates and supports the cultural, linguistic, educational and socioeconomic backgrounds of the students in our schools. The curriculum must incorporate these factors to ensure English language learners have the same educational opportunities as their peers (Gathercole 2016; Genesee, Hamayan 2006). Hence, the concluding reflections of the teacher trainer posits that any professional development offered to teachers, administrators, and parents needs to include aforementioned differences to be efficient.
Keywords
Heritage language; English language learner; cultural inclusiveness; language objectives; content objectives.