Creating Inclusive Learning Communities for ELL Students: Transforming School Principals' Perspectives

Autor:	Trish Morita-Mullaney, Kathryn Brooks, Susan R. Adams
Rok vydání:	2010
Předmět:	education.field_of_study Population Professional development Ell Academic achievement Education Instructional leadership Heritage language Professional learning community Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Sociology education On Language
Zdroj:	Theory Into Practice. 49:145-151
ISSN:	1543-0421 0040-5841
Popis:	School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader systemic inequities facing our ELL students. The authors share their insight from their work with administrators as they transform from talking about surface level issues they encounter in their work with ELL students, to deeper discourse about relations of power in schools.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::870ec07fb0b32332700489424a79c116 https://doi.org/10.1080/00405841003641501 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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