The Back Burner: A Teacher's Dilemmas when Working with English Learners in a School with Few English Learners
Published In
Journal of Education-Us
Document Type
Citation
Publication Date
1-1-2021
Abstract
Demographic and policy shifts in U.S. schools have contributed to English learners enrolling in schools with historically few English learners. This phenomenological study used interview data to identify dilemmas that one elementary teacher navigated while working with the sole English learner in her classroom. This context has the potential to inform the design of professional development for teachers working with English learners. Using a dilemmatic spaces framework, three dilemmas were identified related to whether to privilege professional experience or professional development, collaboration with the English as a Second Language (ESL) teacher, and how to navigate conflicting administrative expectations.
Rights
Copyright (2020) Sage
Locate the Document
DOI
10.1177/0022057420903258
Persistent Identifier
https://archives.pdx.edu/ds/psu/35633
Citation Details
Sugimoto, A. T. (2020). The Back Burner: A Teacher’s Dilemmas When Working With English Learners in a School With Few English Learners. Journal of Education, 201(1), 10–18. https://doi.org/10.1177/0022057420903258