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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
Citations
Cites
Empowering Minority Students: A Framework for Intervention
Cummins, J. (1986) · Harvard Educational Review · doi:10.17763/haer.56.1.b327234461607787 · Cited by 1,491
Research works printed but not linked: 51
- 10.1080/10862969809548000 · DOI
- Chamot A.U., 1994, The CALLA handbook: Implementing the cognitive academic language learning approach
- Cloud N., 2000, Dual language instruction: A handbook for enriched education
- Cummins J., 2000, Language, power and pedagogy. Bilingual children in the crossfire, 10.21832/9781853596773 · DOI · Paper page
- Dale T., 1987, ESL through content‐area instruction: Mathematics, science, social studies, 9
- Dalton S.S., 1998, Pedagogy matters: Standards for effective teaching practice
- Davison C., 1999, Missing the mark: The problem with the benchmarking of ESL students in Australian schools, Prospect, 14, 66
- Jong E.J., 2003, Refining preservice teachers' questions for second language learners: Higher order thinking for all levels of language proficiency, Sunshine State TESOL Journal, 2, 29
- Diaz‐Rico L.T., 2002, The cross‐cultural, language, and academic development handbook. A complete K‐12 reference guide
- Echevarria J., 2000, Making content comprehensible for English language learners. The SIOP model
- Ferris D.R., 2002, Treatment of error in second language student writing
- Ferris D.R., 1998, Teaching ESL composition: Purpose, process, and practice
- Garcia G.E., 1998, Mexican‐American bilingual students' metacognitive reading strategies: What's transferred, unique, problematic?, National Reading Conference Yearbook, 47, 253
- Gibbons P., 2002, Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom
- 10.2307/3587433 · DOI
- Harklau L., 1999, So much to say: Adolescents, bilingualism, & ESL in the secondary school, 42
- Harper C., 1998, Full inclusion for secondary ESOL students: Some concerns from Florida, TESOL Journal, 7, 30
- Hatch E., 1992, Discourse and language education
- Jameson J., 1998, Enriching content classes for secondary ESOL students
- 10.1598/RRQ.32.3.1 · DOI
- Kessler C. Quinn M.E. &Hayes C.W.(1985 October).Processing mathematics in a second language: Problems for LEP children.Paper presented at the Delaware Symposium on Language Studies VII University of Delaware Newark DE.
- 10.1086/461828 · DOI
- Krashen S.D., 1985, The input hypothesis: Issues and implications
- Leung C., 2001, English as a second language in the mainstream: Teaching, learning and identity, 153
- 10.1017/S0272263100009517 · DOI
- Long M., 1985, Input in second language acquisition, 377
- Mohan B.A., 1986, Language and content
- National Council for the Social Studies, 2000, National standards for social studies teachers
- National Council of Teachers of English, 1996, Guidelines for the preparation of teachers of English language arts
- National Council of Teachers of Mathematics, 2000, Principles and standards for school mathematics
- National Research Council, 1996, National science education standards
- 10.1598/RT.39.6.11 · DOI
- 10.1207/s1532690xci0102_1 · DOI · Paper page
- Peregoy S.F., 2001, Reading, writing, and learning in ESL: A resource book for K‐8 teachers
- Peyton J.K., 1990, Dialogue journal writing with nonnative English speakers: A handbook for teachers
- 10.1111/j.1467-1770.1994.tb01115.x · DOI · Paper page
- Portes A., 2001, Legacies. The story of the immigrant second generation
- Reid J., 1998, Grammar in the composition classroom: Essays on teaching ESL for college‐bound students, 3
- Reyes M., 1991, A process approach to literacy using dialogue journals and literature logs with second language learners, Research in the Teaching of English, 25, 291, 10.58680/rte199115463 · DOI
- Schinke‐Llano L., 1983, Classroom‐oriented research in second language acquisition, 146
- 10.1515/iral.1972.10.1-4.209 · DOI · Paper page
- 10.1017/S0305000900000453 · DOI
- 10.1017/S0272263100011967 · DOI
- Swain M., 1985, Input in second language acquisition, 235
- Swain M., 1995, Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson, 125
- Tang G., 1992, Teaching content knowledge and ESOL in multicultural classrooms, TESOL Journal, 2, 8
- Valdes G., 2001, Learning and not learning English: Latino students in American schools
- 10.1017/S0272263100009177 · DOI · Paper page
- 10.1111/j.1944-9720.1993.tb01179.x · DOI
- Verplaetse L.S., 2000, How content teachers allocate turns to limited English proficient students, Journal of Education, 182, 19
- Vygotsky L., 1978, Mind in society: The development of higher psychological process
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
Students' multilingual resources and policy-in-action: an Australian case study
French, M. (2016) · Language and Education · doi:10.1080/09500782.2015.1114628 · Cited by 47
Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs
Kurz, T. L., Gómez, C., & Jimenez-Silva, M. (2017) · Journal of Urban Mathematics Education · doi:10.21423/jume-v10i1a291 · Cited by 8
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
