To Support “Newcomers,” Teacher Prep Needs Critical Consciousness

Key Points

• The U.S. Department of Education’s Newcomer Toolkit offers teachers strategies to help shift their approach to support newly arrived international students who may be new to the English language.
• These programs are based in the concept that students bring a wealth of languages, cultures, identities, and experiences, and that by recognizing and building those strengths, teachers can deepen learning. 
• Learn about how preparing educators to develop critical consciousness—the ability to recognize systemic inequities, examine implicit and explicit biases, and advocate for equitable learning opportunities—offers a powerful key for reaching these and all students.

During an earth science lesson in a Newcomer Learning Community science classroom in Albemarle County Public Schools (ACPS) in Charlottesville, Virginia, Dr. Lillian Bentley asked her students a simple question:

“Has anyone here ever experienced an earthquake?”

One student immediately raised his hand.

“In Taiwan we have them all the time,” he said. “We record them on TikTok. Do you want to see?”

He turned his Chromebook toward her and began scrolling through videos while translating. One showed a building swaying dramatically.

“This one was an 8 on the Richter scale,” he explained. Then he smiled and added, “See, Ms.? This is just normal for us.”

At that moment, the lesson changed. Earthquakes were no longer an abstract science concept. They became lived experience, cultural knowledge, and story. 

How Teachers Can Recognize Students’ “Funds of Knowledge”

As this anecdote reveals, students bring valuable “funds of knowledge,” including a wealth of languages, cultures, identities, and experiences. In this instance, Dr. Bentley was leveraging the Newcomer Toolkit, a collection of resources offered by the U.S. Department of Education, which supports recently arrived international students with limited English proficiency through sheltered instruction in academic content in both English and students’ first languages. 

It’s important to note that the approach Dr. Bentley took was more than an instructional strategy; it represents a shift in whose knowledge “counts” in classrooms and whose experiences are positioned as “valuable,” an approach that has great potential for deepening all student learning while supporting international students. By recognizing students’ assets and building upon those strengths, Dr. Bentley and teachers like her have a powerful tool for deepening learning. 

In addition to harnessing students’ assets, teachers must be prepared to recognize inequities due to persistent ethnic-racial and socioeconomic disparities in student outcomes and create culturally responsive learning environments. And to do so, teachers need to develop their own relational capacities of empathy, humility, and openness that allow students to experience belonging. Teachers need these competencies themselves to model and foster belonging, empathy, and collaboration. 

That is, preparing future teachers requires more than strong content knowledge. It means helping educators understand students’ lived experiences, recognize students’ strengths, reflect on their own assumptions, and create classrooms where every learner feels valued and capable of contributing. 

This is where critical consciousness becomes essential. 

Critical Consciousness

As debates surrounding immigration, language access, and educational inclusion continue to shape schools, it has become increasingly important to prepare educators to develop critical consciousness—the ability to recognize systemic inequities, examine implicit and explicit biases, and advocate for equitable learning opportunities. 

Rooted in Paulo Freire’s concept of conscientização, critical consciousness involves recognizing systemic injustice, developing the belief that change is possible, and taking action to advance equity and justice. In a recent review, we integrated critical consciousness into the five most effective evidence-based strategies in teacher education programs: 

First, create space for reflection. Future teachers need opportunities to examine how history, policy, and their own experiences shape the way they understand students and schools. Reflection isn’t the end goal; it should prepare educators to recognize inequities and respond by advocating for students and challenging exclusionary practices.

Second, make field experiences meaningful. Some of the most important lessons about teaching happen outside the university classroom. Working in diverse schools and alongside community partners helps future teachers see how students’ identities, cultures, languages, and lived experiences shape learning. These experiences build not only instructional skills but also a deeper commitment to creating classrooms where every student feels valued and supported.

Third, teach critical consciousness explicitly. We cannot assume future teachers will develop these skills through experience alone. Teacher preparation programs should intentionally help candidates examine their beliefs and assumptions, recognize barriers that students may face, and learn culturally responsive approaches that foster belonging and inclusion. Developing critical awareness complements, rather than competes with, effective teaching.

Fourth, provide opportunities to learn by doing. Whether leading classroom discussions, solving authentic instructional challenges, or collaborating with families and community organizations, active learning helps future educators connect theory to practice. These experiences build both confidence and the ability to respond thoughtfully to the complexities of real classrooms.

Finally, invest in mentoring. Learning to teach is an ongoing journey. Supportive mentors create space for honest conversations, encourage reflection, and help future educators continue developing the knowledge, confidence, and critical awareness needed to serve all students well.

None of these practices stand alone. Together, they help prepare educators who can recognize students’ strengths, challenge inequities, and create classrooms where every learner belongs. 

As our classrooms become increasingly multilingual and multicultural, preparing teachers to learn with their students, not just teach to them, may be one of the most important investments we can make. When Dr. Bentley’s student shared videos of earthquakes in Taiwan, he wasn’t just contributing to a science lesson, he was inviting his teacher and classmates to see him as knowledgeable, capable, and deeply connected to the content. 

Preparing teachers to recognize and embrace moments like these is at the heart of critical consciousness. Sometimes the most transformative lesson begins when a student says, “Let me show you something.”

The views in this blog are those of the author and do not necessarily reflect the views of CASEL.

Allison Rae Ward-Seidel, Ph.D., is a former public school elementary educator and current professor at Georgetown University in the Education, Inquiry and Justice program. Her work is primarily about supporting schools to become transformative learning spaces where young people develop a commitment to social justice alongside the academic, social, and emotional skills to make the world a more just and equitable place. 

Lillian Bentley, Ph.D., is a clinical coach for the University of Virginia’s School of Education and Human Development and a current secondary educator for Albemarle County Public Schools. Her work is primarily about supporting preservice and inservice teachers to become equitable science educators, advocating for culturally responsive practices in diverse public school settings. 

Related Posts

• Roundup: 10 Blogs About Adult SEL
• 5 Powerful New Studies on Teacher Competence, Preparation, and Adult SEL From the SEL Journal
• Even if it Seems Like SEL “Isn’t Working,” Keep At It. Here’s Why.

Write for Us

Are you interested in writing for CASEL’s blog, Constellations? Learn more about what we’re looking for and how to pitch your idea!