ABSTRACT
The findings add to the accumulating evidence that supports the serious consideration of asset-based pedagogy (ABP) among policymakers. Although an accumulation of evidence providing an explicit link between ABP and student achievement is useful to inform policy, there is a scarcity of institutional will—particularly in matters that most directly affect historically marginalized students. Teacher educators have long argued in favor of ABP to meet the needs of historically marginalized students. To more fully develop critical awareness students also need to foster an understanding of the historical and contemporary forces that shape the goals of education. In addition to language-focused practices, policy, history, legislation, multiculturalism, and parent involvement are all considered essential knowledge for teachers of emergent bilinguals (EBs). Although state-level language instruction education policies and teacher preparation requirements vary substantially, evidence points to clear advantages for teachers in states that ensure knowledge of best practices for EBs.
