12/12/2024
💡 : This study explores how public school teachers who were classified as English learners (ELs) in childhood make sense of the EL category, and how their beliefs shape their work with students who are designated as ELs. Seven teachers share their experiences, including how they first learned of their EL designation, what it was like to be identified as EL students, and how these experiences shape their current perspectives on the EL label and their teaching methods. By examining these stories through the lenses of labeling, stigma, and sensemaking, the study informs the work of educators who advocate for and instruct students designated as ELs, as well as individuals who train preservice and in-service teachers.
🔎Authors: Jennifer Altavilla-Giordano, PhD and Nate Monley
📰Full Article:
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