NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1214855
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1523-5882
Defining Flipped Learning for English Learners in an Urban Secondary School
Carhill-Poza, Avary
Bilingual Research Journal, v42 n1 p90-104 2019
Flipped learning has gained traction in diverse classroom settings over the past decade as a student-centered form of blended learning that allows teachers to focus class time on interaction while extending learning opportunities outside the classroom. Despite its compatibility with current approaches to teaching ESL, little is known about how flipping the classroom is enacted with English learners in K-12 settings. This study used Delphi interviews to better understand flipped learning in ESL and sheltered classrooms in an urban secondary school. Findings show that this community of practice understood flipped learning as a dynamic student-centered approach to teaching diverse students that "may" draw on technology to support student learning, participation, and assessment. Classroom practices were analyzed with the school community to understand how they embodied the affordances and limitations of flipped learning for English learners at this school.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A