Volume 4, Number 1, Summer 2012

ISSN: 1949-8268

Editor's Note

pp. i-ii | pdf

Benefits and Challenges of Co-teaching English Learners in one Elementary School in Transition

N. Eleni Pappamihiel, University of North Carolina Wilmington

pp. 01-13 | pdf

Abstract

This article reports the findings of a case study centered upon the implementation of a co-teaching model in an elementary school with a mixed (EL and non-EL) population. In the co-teaching model examined, ESL teachers were embedded in the general education classroom, collaborated on instruction, and taught in cooperation with general education teachers. In addition to presenting the outcomes of the examined co-teaching model, the article outlines several key conditions for the successful application of this model to various teaching environments.

Essay Review: Implications for Educators of Daniel Everett’s Language: The Cultural Tool

Christopher W. Johnson, University of Minnesota Duluth

pp. 14-20 | pdf

Abstract

This essay review discusses Everett (2012), Language: The Cultural Tool, with particular emphasis on implications for educators. While Everett does not belong to the discourse of pedagogy and policy for classrooms, his findings and arguments resonate powerfully with the contemporary challenges of PK-12 classrooms and teacher preparation.

New Book Publication Announcement

pp. 21-21 | pdf

Abstract

An announcement of a new edited book titled “Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators” published by Harvard Education Press in 2012 describing an innovative infusion approach to the preparation of all teachers to effectively address the language, literacy, and content learning needs of English learners (ELs) in general education classrooms.