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ERIC Number: EJ1012564
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0040-5841
Interrupting the Professional Schism That Allows Less Successful Educational Practices with ELLs to Persist
Hamann, Edmund T.; Reeves, Jenelle
Theory Into Practice, v52 n2 p81-88 2013
Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in preservice and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common cause in their efforts. This division has been at the cost of impeding many English language learners' (ELLs) academic success. So, given that ELLs consecutively or concurrently negotiate these too-often separate schooling subworlds, it is imperative to overcome historical divisions and to conceptualize all teachers as needing (a) to be willing to see ELLs as part of their charge, and (b) to build the skills and capabilities to serve such students well. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Lau v Nichols; No Child Left Behind Act 2001