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ERIC Number: EJ1152432
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0192-401X
EISSN: N/A
The Call to Collaborate: Key Considerations as ELD and Classroom Teachers Begin to Align New Standards
Avila, Kena
ORTESOL Journal, v32 p33-43 2015
Classroom teachers and English Language Learner (ELL) specialists are being called upon to collaborate in new ways in order to align new English Language Proficiency standards with new content standards. Instead of viewing language as a bridge to cross before accessing content, now language and content are being promoted as a partnership between teachers of ELLs. Currently, teachers of ELLs are isolated from one other, resulting in a lack of continuity among language, literacy, and content. Teachers of ELLs require time to collaborate, but time alone will not address the complexity of collaboration; teachers must also be aware of the dominance of an idealistic perception of collaboration. For ELL students to be successful in academics, literacy, and linguistic proficiency, teachers of ELLs must consider how issues of time and collaboration in their own schools can be resolved and how schools can become more effective in connecting language, literacy, and content.
Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A