'They're our kids': How teaching English learners is changing.
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| Title: | 'They're our kids': How teaching English learners is changing. |
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| Authors: | Najarro, Ileana (AUTHOR) |
| Source: | Education Week. May2026, Vol. 45 Issue 10, p32-37. 6p. 5 Color Photographs. |
| Subject Terms: | *Teaching models, *Teacher training, *Foreign language education, *Limited English-proficient students, *Institutional environment, *Philosophy of education, *Teaching teams, *Educational equalization |
| Geographic Terms: | Nashville (Tenn.), Kentucky |
| Abstract: | The article focuses on the evolving role of English-learner (EL) teachers amid the rapid growth of the national English-learner population, highlighting efforts in Nashville and Kentucky to meet increasing demand. It describes collaborative teaching models like parallel co-teaching, where EL and general education teachers jointly support students, and emphasizes the importance of integrating language instruction with grade-level academic content. Challenges include insufficient specialized staffing, limited professional development for general educators, and the need for systemic changes to fully recognize EL teachers’ expertise. The article also underscores the value of an asset-based mindset that acknowledges English learners’ strengths and advocates for equitable educational practices. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the evolving role of English-learner (EL) teachers amid the rapid growth of the national English-learner population, highlighting efforts in Nashville and Kentucky to meet increasing demand. It describes collaborative teaching models like parallel co-teaching, where EL and general education teachers jointly support students, and emphasizes the importance of integrating language instruction with grade-level academic content. Challenges include insufficient specialized staffing, limited professional development for general educators, and the need for systemic changes to fully recognize EL teachers’ expertise. The article also underscores the value of an asset-based mindset that acknowledges English learners’ strengths and advocates for equitable educational practices. [Extracted from the article] |
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| ISSN: | 02774232 |
