"Where Do I Start?" Inquiry into K-12 Mainstream Teachers' Knowledge about Differentiating Instruction for ELLs in One U.S. School District

Autor/in	Stairs-Davenport, Andrea
Titel	"Where Do I Start?" Inquiry into K-12 Mainstream Teachers' Knowledge about Differentiating Instruction for ELLs in One U.S. School District
Quelle	In: Education Inquiry, 14 (2023) 2, S.163-177 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2021.1969078
Schlagwörter	Language Teachers; Knowledge Base for Teaching; Elementary School Teachers; Secondary School Teachers; Second Language Instruction; English Language Learners; Individualized Instruction; Faculty Development; School Districts; Teaching Methods; Readiness; Curriculum Development; Learning Disabilities; Sociolinguistics + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Individualisierender Unterricht; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Learning handicap; Lernbehinderung; Soziolinguistik
Abstract	The purpose of this paper is to report themes identified in questions K-12 mainstream teachers in one U.S. school district posed about differentiating instruction for English language learners (ELLs) in order to hear directly from teachers about topics they would like to learn more about. Teachers in the district completed a selected-response and open-ended survey to inform future professional development opportunities. Findings suggest that most teachers work with ELLs but are underprepared to teach them. Teachers posed questions about curriculum and assessment; instruction; building community; language difference versus disability; and where to start in teaching ELLs. Conclusions are drawn about how well ELLs are being educated in the district. Implications for teacher professional development and policy are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01