The Back Burner
A Teacher’s Dilemmas When Working With English Learners in a School With Few English Learners
Bibliographic Data
| ID | 21347167 |
|---|---|
| Authors | Amanda Sugimoto (0000-0002-8005-0192, Portland State University, OR, USA, corresponding author) |
| Year | 2021 |
| Volume | 201 |
| Issue | 1 |
| Pages | 10-18 |
| Publication date | 2021-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-0574 • E-ISSN: 2515-5741 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0022057420903258 |
| OpenAlex | W3004874566 |
| Language | EN |
| References cited | 27 |
Demographic and policy shifts in U.S. schools have contributed to English learners enrolling in schools with historically few English learners. This phenomenological study used interview data to identify dilemmas that one elementary teacher navigated while working with the sole English learner in her classroom. This context has the potential to inform the design of professional development for teachers working with English learners. Using a dilemmatic spaces framework, three dilemmas were identified related to whether to privilege professional experience or professional development, collaboration with the English as a Second Language (ESL) teacher, and how to navigate conflicting administrative expectations
Context (archaeology) · English language · Mathematics education · Pedagogy · Political science · Privilege (computing) · Professional development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
Phenomenological research methods
Negotiating Language Policies in Schools
Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
Segregating Arizona's English Learners
Teachers’ Beliefs and Educational Research
Collaboration Between ESL and Content Teachers
Facilitating professional development for teachers of English language learners
Teachers’ critical incidents
Predictors of Mainstream Teachers' Attitudes toward ESL Students
Mainstream Classroom Teachers and ESL Students
Ethics, values and behaviours
Uninvited Guests
Research Design
Developing Responsive Teachers
| Highly cited | No |
|---|