Teachers as educators: “teachers need to select or modify the language used instruction (written or oral) to make complex content-area concepts comprehensible to ELLs at different English proficiency levels

Teachers as evaluators: “when educators mistake language differences or English language development issues for cognitive deficiencies, many ELLs and speakers of nonstandard varieties of English are inappropriately placed in special education or provided with inappropriate and ineffective interventions.”

Teachers as an educational human being: “understand the role of language in education and know something about the differences between the structure of English and that of other languages” (utilizing moral high-ground discrepancy to best address and support a student)

Teachers as agent of socialization: “culture of the school vastly different from the culture of their home… first contact with the social world outside the home and even, among ELLs, their first contact with English” (properly introduce in a controlled setting/classroom the norms of society and socialize them)

“all classrooms are language environments…teachers need to ‘understand language as an integral element in the content they teach, the contributions that their students make in the classroom, and how these students participate in lessons and activities’”(Bailey, Burkett, & Freeman, 2008, pg. 609)

Robertson, Kristina, and Susan Lafond. “How to Support ELL Students with Interrupted Formal      Education (SIFEs).” Text. Colorín Colorado, September 25, 2008.               http://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-    education-sifes 

EPISODE THREE: THE HOUSE WE LIVE IN

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