ABSTRACT
As the number of P–12 English learner (EL) students continues to grow in United States' schools, many teachers find themselves unprepared to address and leverage the strengths that these diverse children bring to the classroom. This chapter presents findings from the self-study research, as well as expound on the importance and implications of this work for teacher educators as they engage in reflection as a tool for preparing and supporting teachers' work with EL students in inclusive settings. The guiding framework for the master of education (MEd) program in Teaching English to Students of Other Languages (TESOL) asserts that strong teacher reflective practices align with teachers' facility and expertise in implementing inclusive practices for EL students in the classroom, across the school, and beyond. The framing of the issues for this research presumes that the alignment between teacher reflection and inclusive practices is also true for teacher educators who support the development of in-service teachers.
