Listening to Teachers of English Language Learners: A Survey of California Teachers’ Challenges, Experiences, and Professional Development Needs

Patricia C. Gándara · Julie Maxwell-Jolly · Anne Driscoll

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

As long as students with limited English language skills have attended California schools a debate has raged among educators and policy-makers regarding how best to educate these children. A major focal point of this debate is bilingual education. That is, the viability, advisability, and effectiveness of using students’ primary language in instruction. However, everyone agrees that English Language Learners (ELs) must learn English, learn it well, and meet rigorous standards. No matter what the method or program of instruction, teachers of English language learners need special skills and training to effectively accomplish this task.

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References

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2011Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature 2019Multicultural Education Professional Development: A Review of the Literature 2008High Stakes Testing: Issues, Implications, and Remedies for English Language Learners 2015Teachers’ Sensemaking of Data and Implications for Equity 2009English language teacher expertise: the elephant in the room

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