Addressing the Teaching of English Language Learners in the United States: A Case Study of Teacher Educators' Response

Autor/inn/en	Hallman, Heidi L.; Meineke, Hannah R.
Titel	Addressing the Teaching of English Language Learners in the United States: A Case Study of Teacher Educators' Response
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 26 (2016) 1, S.68-82 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	English Language Learners; Teacher Educators; Teacher Education Programs; Preservice Teacher Education; Case Studies; Teacher Surveys; National Surveys; English Teachers; Second Language Instruction; English (Second Language); Focus Groups + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Case study; Fallstudie; Case Study; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or whether content areas (e.g., English language arts) should infuse this content into already existing disciplines. Though content fields, such as English language arts, have been encouraged to address the teaching of English language learners, Lucas and Villegas (2011) assert that teacher education programs have yet to adequately address the needs of ELLs throughout the curriculum. Findings illuminate the connection--and sometimes conflation--of the aims of teaching diverse learners and teaching ELLs, the importance of teacher education coherence, and the value of a partnership approach to the teaching of ELLs. (As Provided).
Anmerkungen	Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01