Raising Expectations for All English Language Learners (REALL): Lessons Learned From Educators’ Contentious Pedagogical Discourses

• In Event: Roundtable Session 4
  In Roundtable Session: Bilingual Education Teacher Professional Development and Practices

Abstract

Current educational policies pertaining to the education of English Language Learners (ELLs) have given rise to an increasingly contentious educational atmosphere wrought with uncertainty about how to achieve educational equity for this subgroup of culturally and linguistically diverse students (CLD). At the forefront of this politically charged debate is the question of whether or not teachers are sufficiently prepared to meet the multifaceted needs of ELL students. This study examined teachers’ perceptions of their effectiveness and notions of best practices in addressing needs of Latino/a-ELLs (L-ELLs). Although opinions and passions often clashed, emerging themes and patterns were identified through qualitative analysis of the data. Findings and implications for meeting L-ELLs needs through argumentative pedagogical discourses are discussed.

Authors

• Eliana DeLas Rojas, University of Connecticut

• Alyson D. Damasio-Ortiz, University of Connecticut