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ERIC Number: EJ1161410
Record Type: Journal
Publication Date: 2017-Dec
Pages: 33
Abstractor: As Provided
ISSN: ISSN-0039-8322
Learning to Teach English Language Learners: A Study of Elementary School Teachers' Sense-Making in an ELL Endorsement Program
Daniel, Shannon M.; Pray, Lisa
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v51 n4 p787-819 Dec 2017
Using Jarvis's (2009) framework of adult learning, this study examines how in-service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to improve practice during a 1-year, graduate-level, add-on certification program for teaching English language learners (ELLs). Findings show that different critical learning experiences afforded the two teachers opportunities to interrupt their assumptions and subsequently refine their instruction as they resolved to support ELLs. This study sheds light on teachers' ongoing sense-making throughout a yearlong ELL endorsement program. Implications for teacher education and professional development research are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition (OELA) (ED)
Authoring Institution: N/A
Grant or Contract Numbers: T365Z110136