NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1148304
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1183-1189
Addressing the Teaching of English Language Learners in the United States: A Case Study of Teacher Educators' Response
Hallman, Heidi L.; Meineke, Hannah R.
Brock Education: A Journal of Educational Research and Practice, v26 n1 p68-82 2016
This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or whether content areas (e.g., English language arts) should infuse this content into already existing disciplines. Though content fields, such as English language arts, have been encouraged to address the teaching of English language learners, Lucas and Villegas (2011) assert that teacher education programs have yet to adequately address the needs of ELLs throughout the curriculum. Findings illuminate the connection--and sometimes conflation--of the aims of teaching diverse learners and teaching ELLs, the importance of teacher education coherence, and the value of a partnership approach to the teaching of ELLs.
Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A