ABSTRACT
Janet Penner-Williams, et al. The student population in the United States currently represents one of the richest tapestries of linguistic and cultural diversity this country has ever seen. Given this emerging diversity, it is projected that by the year 2020, culturally and linguistically diverse (CLD) students will represent over half of the student population enrolled in public schools across the U.S. (Kindler, 2002). As a result, institutions of higher education have been challenged to create professional development programs that prepare educators to meet the specifi c linguistic, academic needs of English Language Learners (ELL; Wong-Fillmore & Snow, 2002).
