How Do I Teach English Learners? The Challenges Content Teachers Face--and What School Leaders Can Do to Support Them

Autor/in	Russell, Felice Atesoglu
Titel	How Do I Teach English Learners? The Challenges Content Teachers Face--and What School Leaders Can Do to Support Them
Quelle	In: Journal of Staff Development, 37 (2016) 5, S.24-27 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	English Language Learners; Knowledge Base for Teaching; Faculty Development; Mainstreaming; Course Content; Inclusion; Barriers; Student Needs; Teacher Education; Student Evaluation; Accountability; Leadership Role; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Kursprogramm; Inklusion; Lehrerausbildung; Lehrerbildung; Schulnote; Studentische Bewertung; Verantwortung
Abstract	Content teachers responsible for the instruction of English learner students will perceive myriad challenges when it comes to English learner students in the mainstream. School leaders can play a pivotal role in supporting and mitigating some of these challenges by recognizing what some of the pitfalls and issues might be for content teachers working with English learner students. Schools that are successful in meeting English learner students' needs have a coherent vision for instruction and professional development (Elfers & Stritikus, 2014; Hakuta, 2011). Awareness of potential areas of resistance or tension can help school leaders as they create and support a vision for their schools and provide opportunities for professional learning related to the inclusion and instruction of English learner students. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01