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ERIC Number: EJ1071084
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1547-688X
Teacher Inquiry and English Learners: The Tensions of Inquiry, Direct Instruction, and Learning
Capitelli, Sarah
New Educator, v11 n3 p186-203 2015
This article explores the tensions surrounding teaching linguistically diverse students that are illuminated during a teacher inquiry group that has an explicit focus on working with English learners (ELs). The discussion is focused on the tensions teachers encounter when trying to make sense of the complexity of working with large numbers of ELs and the tensions the facilitator encounters in facilitating such a group. These data suggest teacher inquiry can play a role in both surfacing constructive tensions and ultimately supporting teachers in teaching linguistically diverse students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A