Teaching for Social Justice: How Teacher Knowledge and Advocacy Make the Critical Difference for Latino English Language Learners

• In Event: English Language Learning Students

Abstract

This study sought to identify and characterize the knowledge and skills exhibited by three exemplary teachers of Latino English learners in bilingual elementary classrooms. Research has shown that teachers can be a powerful factor in students’ learning and achievement yet teachers often cite a lack of skills and preparation needed to effectively teach this population of students. This study identifies and describes the classroom practices of three exemplary teachers that promoted academic achievement, acquisition of English and empowered their Latino ELLs. In short, this research explores how three teachers put their knowledge into action and advocated for best practices for their student population.

Author

• Ixchel Samson, Stanford University