Providing Equitable Instruction for High School English Learners: How Teacher Candidates Define and Enact Social Justice
Annette M. Daoud

Abstract
This inquiry presents data from a self-study /evaluation of a multilingual education course in a teacher credential program in southern California that prepares secondary teacher candidates (grades 9-12) to teach English learners. Within the frame of creating critical leaders, data collected in this inquiry show that teacher candidates enrolled in the course individually define social justice and educational equity for English learners based on their own personal beliefs, commitment level and experiences. All the teacher candidates in this inquiry provided definitions for how they were “providing equitable educational opportunities” for their high school English learners. Lesson plans the teacher candidates designed were the “actions” they developed to demonstrate their commitment to the issues of social justice and equity they defined. Their definitions and actions were rooted both in the tenets of social justice and equity and “best practices” to effectively teach high school English learners.

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