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

Abstract

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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 16 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.