NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084749
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1523-5882
Investigating Bilingual/ESL Teachers' Knowledge and Professional Development Opportunities in a Large Suburban School District in Texas
Franco-Fuenmayor, Susana E.; Padrón, Yolanda N.; Waxman, Hersh C.
Bilingual Research Journal, v38 n3 p336-352 2015
Despite the fact that the population of English Language Learners (ELLs) is rapidly increasing, there is ample evidence that indicates that most teachers can benefit from training for teaching ELLs effectively. The purpose of this study is to examine teachers' knowledge of instructional practices for ELLs, research on bilingual programs, research-based instructional strategies, and knowledge related to second-language development among 225 bilingual/English as Second Language (ESL) teachers in a large suburban school district in Texas. Additionally, because professional development (PD) plays a key role in teachers' knowledge, this study considers the PD opportunities provided to teachers of ELLs. Findings indicated that many teachers of ELLs are not receiving adequate training, particularly in areas related to bilingual education and knowledge related to second-language development, and that bilingual teachers are more knowledgeable than ESL teachers in terms of bilingual programs and knowledge related to second-language development. These findings have important implications for teacher PD.
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 Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas