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Organizing English Learner Instruction in New Immigrant Destinations

Organizing English Learner Instruction in New Immigrant Destinations In the context of shifting demographics and standards-based reform, school districts in new immigrant destinations are charged with designing infrastructures that support teaching and learning for English learners (ELs) in core academic subjects. This article uses qualitative data and social network analysis to examine how one district in the midwestern United States organized EL instruction. After describing the district’s infrastructure for elementary EL education, we examine how this infrastructure supported teachers’ work practice—the practices in which teachers engage with one another—as operationalized around instructional advice and information networks. Findings reveal that teachers’ opportunities to learn about EL instruction varied significantly by the school subject and that these differences were directly related to the way in which the district built its EL educational infrastructure. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Organizing English Learner Instruction in New Immigrant Destinations

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References (127)

Publisher
SAGE
Copyright
© 2015 AERA
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831215584780
Publisher site
See Article on Publisher Site

Abstract

In the context of shifting demographics and standards-based reform, school districts in new immigrant destinations are charged with designing infrastructures that support teaching and learning for English learners (ELs) in core academic subjects. This article uses qualitative data and social network analysis to examine how one district in the midwestern United States organized EL instruction. After describing the district’s infrastructure for elementary EL education, we examine how this infrastructure supported teachers’ work practice—the practices in which teachers engage with one another—as operationalized around instructional advice and information networks. Findings reveal that teachers’ opportunities to learn about EL instruction varied significantly by the school subject and that these differences were directly related to the way in which the district built its EL educational infrastructure.

Journal

American Educational Research JournalSAGE

Published: Jun 1, 2015

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