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ERIC Number: EJ1002366
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0890-6459
Learning to Teach English-Language Learners in Mainstreamed Secondary Classrooms
Zhang, Shaoan; Stephens, Vernon
Teacher Education and Practice, v26 n1 p99-116 Win 2013
In this study, we examined six preservice teachers' learning of knowledge for secondary English-language learners (ELLs). The results indicated that the Student Teacher Enrichment Program helped preservice teachers become aware of the strategies for teaching ELLs and realize the discrepancies and differences between ELL code and linguistic proficiency, spoken and written language, and linguistic and academic capacity and performance. The results also showed preservice teachers' challenges in understanding the roles that linguistic and academic capacity and performance play in ELLs' learning, as well as the challenges in planning and teaching lessons with effective linguistic strategies for ELLs. Nonetheless, one participant stood out in his comprehensive development of knowledge and skills in teaching ELLs, and this case suggests the possibility to develop preservice teachers' knowledge and skills in integrating language learning strategies. This study contributes to the research on developing teacher education programs for learning to teach ELLs. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A