Classrooms in English-dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre- and in-service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core content areas is too limited an approach. Specifically, we take the stance that this narrow focus ignores issues of CLD students’ access to arts education (e.g., art, music, dance, theatre, etc.) and also diminishes the value and depth of both the content and language of the arts. In this article, we discuss the need for all teachers to be prepared to support CLD students, describe culturally and linguistically responsive pedagogy as a framework for developing art teacher competence, and offer suggestions for policy and practice in pre- and in-service art teacher education.

中文翻译：

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超越“核心”：培养艺术教育工作者以满足文化和语言多样化学生的需求

英语占主导地位的国家的教室越来越多语言空间，研究呼吁教师准备更具体地关注文化和语言多样化 (CLD) 学习者的需求。事实上，已经努力更好地培训数学、社会科学、英语语言艺术和科学的职前和在职教师与 CLD 学习者一起工作。然而，我们认为仅将精力集中在核心内容领域是一种过于有限的方法。具体而言，我们的立场是，这种狭隘的关注点忽视了 CLD 学生接受艺术教育（如艺术、音乐、舞蹈、戏剧等）的问题，也削弱了艺术内容和语言的价值和深度。 . 在这篇文章中，我们讨论了所有教师都准备好支持 CLD 学生的必要性，