Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion

Autor/inn/en	de Jong, Ester J.; Naranjo, Cindy; Li, Shuzhan; Ouzia, Aicha
Titel	Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion
Quelle	In: Educational Forum, 82 (2018) 2, S.174-190 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Jong, Ester J.) ORCID (Naranjo, Cindy) ORCID (Li, Shuzhan) ORCID (Ouzia, Aicha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2018.1420856
Schlagwörter	Compliance (Legal); Regular and Special Education Relationship; Teacher Attitudes; English (Second Language); English for Academic Purposes; Mainstreaming; Teacher Education Programs; Faculty Development; Expertise; State Policy; Curriculum Development; Mixed Methods Research; Teacher Surveys; Interviews; Educational Practices; Training Methods; Individualized Instruction; Capacity Building; Teacher Background; Diversity (Institutional); College Programs; Florida + Suchen Sie Ihr Suchwort? Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Expert appraisal; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Bildungspraxis; Didaktik; Trainingsmaßnahme; Individualisierender Unterricht; Studienprogramm
Abstract	The trend of placing English language learners (ELLs) in mainstream classrooms has teacher education programs developing their capacity to prepare all teachers to educate ELLs. This study examined how universities in Florida implement a professional development requirement to help faculty infuse ELL content into their courses. Our findings suggest that the state mandate generated a compliance mentality and a one-size-fits-all approach that was insufficient. To develop faculty ELL expertise, a more transformative approach is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01