Interrupting the Professional Schism That Allows Less Successful Educational Practices with ELLs to Persist

Y

8

English (Second Language); English Language Learners; Teacher Attitudes; Second Language Learning; Teaching Methods; Federal Legislation; Educational Legislation; Constructivism (Learning); Teacher Education

Brown v Board of Education; Lau v Nichols; No Child Left Behind Act 2001

10.1080/00405841.2013.770325

0040-5841

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.)

As Provided

44

2014

EJ1012564