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Educational Research for Policy and Practice

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08-11-2017 | Original Article

Educational experiences of ELL educators: searching for instructional insights to promote ELL students’ learning

Authors: Ricardo Lumbrears Jr., William H. Rupley

Published in: Educational Research for Policy and Practice | Issue 1/2019

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Abstract

Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and innovative ways to effectively educate English-language learners (ELLs). In place of common external factors typically used such as attendance, socioeconomic status, and test scores to address ELL’s learning, this study uses the lived educational descriptions of ELL teachers, who were once ELL students, to mine for new instructional insights to promote ELL student learning. To that effect, discourse analysis was utilized to ascertain the identity(s) of ELL educators, who were once ELL students. The convergence of the N-Identity and I-Identity leads to a third, albeit just as important D-Identity that provides much needed insight for school directors, curriculum facilitators, administrators, and educators who teach ELL students every day.

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Title: Educational experiences of ELL educators: searching for instructional insights to promote ELL students’ learning
Authors: Ricardo Lumbrears Jr.
William H. Rupley
Publication date: 08-11-2017
Publisher: Springer Singapore
Published in: Educational Research for Policy and Practice / Issue 1/2019
Print ISSN: 1570-2081
Electronic ISSN: 1573-1723
DOI: https://doi.org/10.1007/s10671-017-9225-z

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