Premium
Equal educational opportunity for English learners: ESL teachers’ conceptualizations on the importance of academic language
Author(s) -
Lachance Joan R.,
Honigsfeld Andrea,
Harrell Glenda
Publication year - 2019
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.415
Subject(s) - sociocultural evolution , context (archaeology) , pedagogy , perception , mathematics education , english as a second language , sheltered instruction , psychology , qualitative research , english language , language assessment , sociology , language education , comprehension approach , paleontology , social science , neuroscience , anthropology , biology
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.