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Interrupting the Professional Schism That Allows Less Successful Educational Practices with ELLs to Persist
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- المؤلفون: Hamann, Edmund T.; Reeves, Jenelle
- اللغة:
English
- المصدر:
Theory Into Practice. 2013 52(2):81-88.
- الموضوع:
2013
- نوع التسجيلة:
Journal Articles
Reports - Evaluative
Opinion Papers
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
8
- Education Level:
Elementary Secondary Education
- الموضوع:
- الموضوع:
- الرقم المعرف:
10.1080/00405841.2013.770325
- ISSN:
0040-5841
- نبذة مختصرة :
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.)
- نبذة مختصرة :
As Provided
- Number of References:
44
- الموضوع:
2014
- الرقم المعرف:
EJ1012564
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