The focus of this study is on how a suburban district responded to changing demographics and the systems it developed to support teachers of English learners (ELs). The researchers of this qualitative study examined elementary teachers' EL-related professional learning opportunities, and the district and school-level organizational contexts. They found that the organizational structures encouraged a separation of content and language teaching. However, this separation was mitigated by principals who fostered a sense of shared responsibility and collaborative teaching. The implications of this study for policymakers, teachers, and school leaders are discussed in light of creating inclusive environments for ELs.
Teaching Methods and Strategies