The multilingual reality of migration in the 21st century has presented US schools and teacher education programs with pressing challenges: more and more P-12 educators have become de facto language teachers, asked to make their content and classrooms accessible and meaningful to newcomer students whose home language(s) and culture(s) differ from those in their new schools and communities. These challenges are exacerbated by climates of anti-immigrant rhetoric, xenophobia, and demographic shifts that impede or foreclose interaction between different racial, cultural and linguistic groups. This article addresses a number of questions arising from this situation: What is the role of second language teacher education in the preparation of mainstream teachers serving newcomer students and their families who never imagined themselves as language instructors? How might infusing the principles of intercultural citizenship and immigrant integration policy frameworks expand and enhance current linguistically and culturally focused teacher preparation approaches? This article presents a multi-year study with in-service teachers working in immigrant/refugee communities in a small state in the Northeastern US. Findings indicate some promising potential, yet a stronger, more explicit Intercultural Citizenship approach needs to be articulated and integrated much earlier in the program.
