NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1024210
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-1523-5882
Insights into Professional Development for Teachers of English Language Learners: A Focus on Using Students' Native Languages in the Classroom
Kibler, Amanda K.; Roman, Diego
Bilingual Research Journal, v36 n2 p187-207 2013
This study examines factors impacting teacher learning during and after an online professional development program focused on teaching English language learners in U.S. schools. Research focused on nonbilingual K-12 teachers' changing perspectives on the role of students' native languages in classroom teaching and learning during and after the professional development program. Case studies of two teachers suggest that teachers who do not consider themselves bilingual do not necessarily hold negative views about native languages but that they require institutional support to move beyond "honoring" native languages to incorporating them into daily instruction. Further, institutional support for native-language use can be influential in changing teachers' practices and perspectives.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California