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Drawing on policy conditions in New Jersey that reflect broader U.S. limitations, the article highlights how persistent obstacles restrict candidates from making positive impacts on students. It also describes measures developed by Rutgers University–Newark’s Department of Urban Education to address these challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/resisting-practice-to-impact-policy-a-case-for-moving-toward-an-eslbilingual-teacher-education-initiative-602280/602280/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/resisting-practice-to-impact-policy-a-case-for-moving-toward-an-eslbilingual-teacher-education-initiative-602280/602280.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What policy problem does the article address?","Question",{"text":112,"@type":113},"It addresses barriers that continue to limit access to teacher certification for undocumented individuals seeking ESL or bilingual credentials, despite recognized national teacher needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is New Jersey described in relation to national conditions?",{"text":117,"@type":113},"The article states that New Jersey’s barriers mirror national limitations, including constraints that persist even after state efforts to reform policies.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does Rutgers University–Newark play in the proposed response?",{"text":121,"@type":113},"It describes measures taken by the Rutgers University–Newark Department of Urban Education to address certification-related challenges faced by undocumented candidates.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602280,1792188987,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","SPECIAL ISSUE  \nResearch on Teachers of Color and Indigenous Teachers  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 32 Number 55 | September 17 , 2024 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nResisting Practice to Impact Policy: A Case for Moving Toward an ESL/Bilingual Teacher Education Initiative  \nLynnette Mawhinney  \nLaChan V. Hannon  \nJhanae Wingfield  \n&  \nTalib Charriez  \nRutgers University–Newark  \nUnited States  \nCitation: Mawhinney, L., Hannon, L. V., Wingfield, J., & Charriez, T. (2024). Resisting practice to impact policy: A case for moving toward an ESL/bilingual teacher education initiative. Education Policy Analysis Archives, 32(55). [https://doi.org/10.14507/epaa.32.8283](https://doi.org/10.14507/epaa.32.8283) This article is part of the special issue, Research on Teachers of Color and Indigenous Teachers, guest edited by Conra Gist, Travis Bristol, and Saili Kulkarni.  \nAbstract: While it is nationally recognized that there is a high need for teachers, particularly those of diverse backgrounds and with ESL/bilingual certifications, barriers to certification continue to exist for undocumented individuals. Within the state of New Jersey, these barriers mirror the national limitations. Although New Jersey has made efforts to address citizenship and reform policies, some barriers persist, hindering these candidates from making a positive impact on students' lives through a teaching career. This policy piece aims to shed light on the barriers to teacher certification faced by undocumented individuals and outlines measures taken by the Rutgers University-Newark (RU-N) Department of Urban Education to address these challenges.  \nKeywords: ESL/bilingual teacher education; urban education; preservice teachers; Teachers of Color and Indigenous Teachers; teacher education policy  \nLa resistencia a que la práctica influya en las políticas: Un argumento a favor de avanzar hacia una iniciativa para la formación de profesores de ESL/bilingües  \nResumen: Si bien se reconoce a nivel nacional que existe una gran necesidad de docentes, en particular aquellos de diversos orígenes y con certificaciones de inglés como segundo idioma obilingües, siguen existiendo barreras para la certificación de los indocumentados. Dentro del estado de Nueva Jersey, estas barreras reflejan las limitaciones nacionales. Si bien Nueva Jersey ha hecho esfuerzos para abordar las políticas de ciudadanía y reforma , persisten algunas barreras que impiden que estos candidatos tengan un impacto positivo en las vidas de los estudiantes através de una carrera docente. Este artículo de política tiene como objetivo arrojar luz sobre las barreras a la certificación de docentes que enfrentan los indocumentados y describe las medidas adoptadas por el Departamento de Educación Urbana de la Universidad Rutgers-Newark (RUN) para abordar estos desafíos.  \nPalabras-clave: ESL/formación docente bilingüe; educación urbana; maestros en formación; Maestros de Color y Maestros Indígenas; política de formación docente  \nResistindo à prática para impactar a política: Um caso para avançar em direção a umainiciativa de formação de professores de ESL/bilíngues  \nResumo: Embora seja reconhecido a nível nacional que existe uma grande necessidade de professores, especialmente aqueles de origens diversas e com inglês como segunda língua ou certificações bilingues, permanecem barreiras à certificação para os indocumentados. Dentro do estado de Nova Jersey, essas barreiras refletem as limitações nacionais. Embora Nova Jersey tenha feito esforços para abordar políticas de cidadania e reforma, algumas barreiras persistem, impedindo esses candidatos de causar um impacto positivo na vida dos alunos por meio de uma carreira de ensino. Esta peça de política visa lançar luz sobre as barreiras à certificação de professores enfrentadas por indivíduos indocumentados e descreve as medidas tomadas pelo ","cbCaipVrIOPUEurD","https://ap.wps.com/l/cbCaipVrIOPUEurD","pdf",371337,18,"English","# Resisting Practice to Impact Policy\n## ESL/Bilingual teacher education and shortages\n## Barriers to certification for undocumented individuals\n## Policy context in New Jersey\n## Measures by Rutgers University–Newark","[{\"question\":\"What policy problem does the article address?\",\"answer\":\"It addresses barriers that continue to limit access to teacher certification for undocumented individuals seeking ESL or bilingual credentials, despite recognized national teacher needs.\"},{\"question\":\"How is New Jersey described in relation to national conditions?\",\"answer\":\"The article states that New Jersey’s barriers mirror national limitations, including constraints that persist even after state efforts to reform policies.\"},{\"question\":\"What role does Rutgers University–Newark play in the proposed response?\",\"answer\":\"It describes measures taken by the Rutgers University–Newark Department of Urban Education to address certification-related challenges faced by undocumented candidates.\"}]","Resisting Practice to Impact Policy - A Case for Moving Toward an ESL/Bilingual Teacher Education Initiative | PDF",1792094395,45]