Educational Experiences of ELL Educators: Searching for Instructional Insights to Promote ELL Students' Learning

Autor/inn/en	Lumbrears, Ricardo, Jr.; Rupley, William H.
Titel	Educational Experiences of ELL Educators: Searching for Instructional Insights to Promote ELL Students' Learning
Quelle	In: Educational Research for Policy and Practice, 18 (2019) 1, S.17-38 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-017-9225-z
Schlagwörter	English Language Learners; Mexican Americans; Public Schools; Teaching Methods; Educational Methods; Student Needs; Minority Group Teachers; Teacher Attitudes; Identification (Psychology); Culturally Relevant Education; Texas + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Educational method; Erziehungsmethode; Lehrerverhalten
Abstract	Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and innovative ways to effectively educate English-language learners (ELLs). In place of common external factors typically used such as attendance, socioeconomic status, and test scores to address ELL's learning, this study uses the lived educational descriptions of ELL teachers, who were once ELL students, to mine for new instructional insights to promote ELL student learning. To that effect, discourse analysis was utilized to ascertain the identity(s) of ELL educators, who were once ELL students. The convergence of the N-Identity and I-Identity leads to a third, albeit just as important D-Identity that provides much needed insight for school directors, curriculum facilitators, administrators, and educators who teach ELL students every day. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01