English language teacher expertise: the elephant in the room

By Candace A. Harper, E. D. de Jong. 2009

178 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/58d9166bf7c5aee29a276eaeb93747f6195d6062

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. M. Coady
2. Candace A. Harper
3. E. D. de Jong
4. L. Harding

In Literature and Literary Theory

1. M. Coady
2. Candace A. Harper
3. E. D. de Jong
4. L. Harding

Citations in the corpus

• Defining the language assessment literacy gap: Evidence from a parliamentary inquiry (2013, background): “There are parallels here with the devaluing of English as a Second Language teaching in school systems where K-12 English language learners are ‘mainstreamed’ (e.g. see Harper & are “mainstreamed” (e.g., see Harper & de Jong, 2009).”
• From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida (2011, background): “However, emergent scholarship on the content knowledge and pedagogical skills of quality teachers of ELLs has proposed several frameworks to describe the knowledge, skills, and dispositions of effective teachers of ELLs in standard education settings (eg, de Jong & Harper, 2007 , 2011 ; Harper & ”