The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Misconceptions About Teaching English‐language Learners
Abstract
English language learners (ELLs) are the fastest growing group of K‐12 students in the United States. Most ELLS spend the entire school day in mainstream classrooms where instruction is in English. It is therefore important for all teachers to have the knowledge and skills needed to facilitate these students' academic language development and content area achievement. However, efforts to include ELLs in general education reforms are often based on misunderstandings about effective instruction for linguistically and culturally diverse learners. These misunderstandings stem from two basic assumptions that guide much current teacher preparation for diversity: (a) the needs of ELLs do not differ significantly from those of other diverse learners, and (b) effective instruction for ELLs is primarily a menu of pedagogical adaptations. This article examines the problematic nature of four popular misconceptions about teaching ELLs and discusses the implications for effective instruction in truly inclusive mainstream classrooms.
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In the citing paper
“ELLs are the fastest growing segment of elementary students (Antunez, 2002; Buck, Mast, Ehlers, & Franklin, 2005; Harper & de Jong, 2004).”
From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Harper & de Jong, 2004
In the citing paper
“Exposure to English must be paired with motivation, purpose, and explicit teaching of the functions, genres, and phonological, grammatical, and morphological aspects of the language (Harper & de Jong, 2004).”
From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Harper & de Jong, 2004
In the citing paper
“or English language learners (ELLs), mathematics can be more challenging than other subjects, as there is an emphasis on both the language of words and the symbols of mathematics (Freeman & Crawford, 2008; Harper & de Jong, 2004; Moschkovich, 2002; Swanson, 2015).”
From Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs (2017) · cites this paper as Harper & de Jong, 2004
In the citing paper
“In introductory workshops, the theoretical foundation necessary for ELL preparation may be oversimplified through emphasizing the overlap between firstand second-language-learning and ignoring the important differences (Dianda, 1992; Gonzalez & Darling-Hammond, 2000; Harper & de Jong, 2004).”
From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Harper & de Jong, 2004
In the citing paper
“Participants in this study described their ELL sessions as what the literature deems a 'typical introductory ELL workshop' for professionals outside the ESL/ELL 'specialization' (Harper & de Jong, 2004).”
From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Harper & de Jong, 2004
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Cited by
Sorted by citations
Linguistically Responsive Teacher Education
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008) · Journal of Teacher Education · doi:10.1177/0022487108322110 · Cited by 657
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
de Jong, E. J., Harper, C. A., & Coady, M. R. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.770326 · Cited by 161
Self-citationAiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?
Coady, M. R., Harper, C., & de Jong, E. J. (2016) · TESOL Quarterly · doi:10.1002/tesq.223 · Cited by 153
Self-citationContent-area teachers and scaffolded instruction for English language learners
Pawan, F. (2008) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.02.003 · Cited by 83
Teacher Preparedness for a Changing Demographic of Language Learners
Webster, N. L., & Valeo, A. (2011) · TESL Canada Journal · doi:10.18806/tesl.v28i2.1075 · Cited by 67
Metadata
- Authors
- Harper, C., & de Jong, E.
- Affiliations
- University of Florida (US)
- Corresponding author
- Harper, Candace
- ORCID
- de Jong, Ester
- Venue
- Journal of Adolescent & Adult Literacy
- Publisher
- Wiley
- Published
- 2004-10
- Volume
- 48
- Issue
- 2
- Pages
- 152-162
- ISSN
- 1081-3004 (ISSN-L)
- 1936-2706
- OpenAlex
- W2059137798
- Cited by
- 299
- References
- 1
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 3 · 2023: 8 · 2022: 17 · 2021: 24 · 2020: 13 · 2019: 24 · 2018: 25 · 2017: 22 · 2016: 22 · 2015: 27 · 2014: 18 · 2013: 25 · 2012: 17
- FWCI
- 11.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Adolescent & Adult Literacy (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- English language learners, mainstream classrooms, inclusive education, pedagogical adaptation, academic language development, K-12 education
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