Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How

Francesca López, Jacqueline Iribarren

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting sociocultural integration. To illustrate the ways that research has informed practice to better meet the needs of ELs, we also present initiatives by the Wisconsin Department of Public Instruction that have helped propel a vision of equity and diversity at both the school and district level. We conclude by providing additional resources that leaders can use to promote the professional growth of the school.

Original languageEnglish (US)
Pages (from-to)106-114
Number of pages9
JournalTheory Into Practice
Volume53
Issue number2
DOIs
StatePublished - Apr 2014

All Science Journal Classification (ASJC) codes

  • Education

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