“Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District

References

• Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37(1), 298–341.
   Web of Science ®Google Scholar
• Byrnes, D. A., Kiger, G., & Manning, M. L. (1997). Teachers’ attitudes about language diversity. Teaching and Teacher Education, 13(6), 637–644.
   Web of Science ®Google Scholar
• Carmel, R., & Badash, M. (2018). Views on attrition and retention among beginning English as a foreign language (EFL) teachers in Israel and implications for teacher education. Teaching and Teacher Education, 70, 142–152.
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
   Google Scholar
• Education Commission of the States. (2014). What ELL training, if any, is required of general classroom teachers? http://ecs.force.com/mbdata/mbquestNB2?rep=ELL1415
   Google Scholar
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
   Google Scholar
• Green, C., & Pappa, S. (2021). EFL teacher education in Finland: Manifestations of professional agency in teacher educators’ work. Scandinavian Journal of Educational Research, 65(4), 552–568.
   Web of Science ®Google Scholar
• Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2013). Organizing English learner instruction in new immigrant destinations: District infrastructure and subject-specific school practice. American Educational Research Journal, 52(3), 408–439.
   Web of Science ®Google Scholar
• Karabenick, S. A., & Clemens Noda, P. A. (2004). Professional development implications of teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55–75.
   Google Scholar
• Klingner, J., & Eppolito, A. M. (2014). English language learners: Differentiating between language acquisition and learning disabilities. Council for Exceptional Children.
   Google Scholar
• Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2017). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 108–150). SAGE.
   Google Scholar
• Lucas, T., & Villegas, A. M. (2010). The missing piece in teacher education: The preparation of linguistically responsive teachers. National Society for the Study of Education, 109(2), 297–318.
   Google Scholar
• Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98–109.
   Web of Science ®Google Scholar
• Maine Data Warehouse. (2017). Snapshots. http://dw.education.maine.gov/DirectoryManager/Web/Maine_report/SnapshotSelect.aspx
   Google Scholar
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
   Google Scholar
• National Center for Education Statistics. (2017). English language learners in public schools. https://nces.ed.gov/programs/coe/indicator_cgf.asp
   Google Scholar
• Pettit, S. K. (2011). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5(2), 123–147.
   Google Scholar
• Saldana, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE.
   Google Scholar
• Soto, A. G. R., Hooker, S., & Batalova, J. (2015a). States and districts with the highest number and share of English language learners. https://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners
   Google Scholar
• Soto, A. G. R., Hooker, S., & Batalova, J. (2015b). Top languages spoken by English language learners nationally and by state. https://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state
   Google Scholar
• Stairs-Davenport, A., & Zeimer, A. (2016). Teachers’ knowledge, practices, and beliefs about teaching English language learners: Opportunities and challenges in a U.S. school district. Monograph published by the National Association of African American Studies.
   Google Scholar
• Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
   Google Scholar
• U.S. Census Bureau. (2019). Quick facts: Maine. https://www.census.gov/quickfacts/ME
   Google Scholar
• U.S. Department of Education. (nd). Every student succeeds act. https://www.ed.gov/esea
   Google Scholar
• U.S. Department of Justice & U.S. Department of Education. (2015, January). Dear colleague letter: English learner students and limited English proficient parents. https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
   Google Scholar
• Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. The Educational Forum, 82(2), 138–155.
   Web of Science ®Google Scholar
• Yook, C., & Lee, Y. (2016). Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices. Asia-Pacific Journal of Teacher Education, 44(5), 522–536.
   Web of Science ®Google Scholar