Equal educational opportunity for English learners: ESL teachers' conceptualizations on the importance of academic language

被引：5

作者：

Lachance, Joan R. ^{[1
]}

Honigsfeld, Andrea ^{[2
]}

Harrell, Glenda ^{[3
]}

机构：

[1] Univ N Carolina, Teaching English Second Language TESL Minor Progr, Charlotte, NC 28223 USA

[2] Malloy Coll, Div Educ, Educ Leadership Diverse Learning Communities Doct, Rockville Ctr, NY USA

[3] Wake Cty Publ Sch, Cary, NC USA

来源：

TESOL JOURNAL | 2019年 / 10卷 / 02期

关键词：

D O I：

10.1002/tesj.415

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This qualitative interpretive study showcases views and perceptions of K-12 teachers of English as a second language (ESL) in a North Carolina school district regarding the importance of academic language to ensure equal education opportunities for English learners. Framed by sociocultural theory, the study's findings report current, practicing teachers' perceptions regarding why access to academic language development is essential, in the context of both specialized ESL program services and content area classrooms. Study results also reveal demonstrations of facilitating academic language development in the context of K-12 public school classrooms to foster equal educational opportunities at school and within the community.

引用

页数：16