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ERIC Number: EJ940624
Record Type: Journal
Publication Date: 2011-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1949-3533
ESL and Content Area Teacher Responses to Discussions on English Language Learner Instruction
Pawan, Faridah; Craig, Daniel A.
TESOL Journal, v2 n3 p293-311 Sep 2011
The current study compares the responses and statements of English as a second language (ESL) and content area teachers in discussions about the instruction of English language learners (ELLs). A study on how these two sets of teachers understand the field is important because commonalities and differences in their opinions may have an impact on the effectiveness of their collaboration. Such collaboration has become essential given the increasing number of ELLs in U.S. public schools. The findings of the study highlight areas of commonalities that could serve as a foundation for ESL and content area teachers to initiate their collaboration. The findings also yield areas of differences in the teachers' responses, indicating clearly where support and bridge building are needed for collaboration to be sustained. Based on these results, recommendations are offered that aim to support ESL and content area teacher collaboration in ways that can help avoid problematic issues identified by teachers in the study. These include the relegation of ESL teachers to the personal assistant role, the sense of helplessness and isolation that content area teachers experience when working with ELLs in their classroom, and lack of advocacy efforts for ELLs. (Contains 3 tables.)
Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org/s_tesol/seccss.asp?CID=1997&DID=12258
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A