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Teacher Education Quarterly, v41 n2 p5-28 Spr 2014

Studies have repeatedly shown that English language learners (ELLs) in elementary and secondary schools are frustrated because the school system is failing to support them in achieving their goals of acquiring English and obtaining postsecondary education. Teachers of ELLs often tell students to stop speaking their native languages, require students to repeat tedious grammar drills that are not cognitively demanding, and communicate low expectations of these students. Many ELLs are left wondering "when, if ever, [they] will experience the kind of teaching [they] need" to succeed in elementary and secondary schools.Too often, this growing population of ELLs, which likely will be one in every four students in K-12 schools by 2025 (U.S. Department of Education, 2006), is not getting the educational services they need to thrive within and beyond school. In this article, the author reports major findings from a study that documented how and when pre-service elementary teachers learned to educate ELLs during their thirteen-month Masters with Certification in Elementary Education (MCEE) program. First, the author provides a synopsis of the literature on what is already known about preparing teachers to educate ELLs. Then, she describes her theoretical perspective, methods, and findings. Finally, the author discusses implications for research and practice that could enhance the ways teachers can be guided to educate ELLs.

Descriptors: English (Second Language), Second Language Learning, Preservice Teachers, Elementary School Teachers, Practicums, Masters Programs, English Language Learners, Teaching Methods, Teacher Education, Mentors, Culturally Relevant Education, Teacher Collaboration, Caring, Teacher Student Relationship, Program Descriptions, Student Characteristics, Graduate Students, Native Language, Bilingualism, Spanish, Case Studies, Interviews

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Autor: Daniel, Shannon M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3114&id=EJ1078517







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