Responding to the linguistic reality of mainstream classrooms

By Tamara Lucas, Jaime Grinberg. 2008

169 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a9ddec37cc46963527da173812175983786ace82

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In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

I do not feel I am properly trained to help them! Rural teachers’ perceptions of challenges and needs with English-language learners (2016, background): “Insofar as research supports the call for teachers to become better prepared to work with their ELLs (Reeves 2006, Lucas and Grinberg 2008, Lucas et al. 2008) and that highly prepared teachers have both higher self-efficacy (Tschannen-Moran and Woolfolk Hoy 2001, Klassen and Chiu 2010) and positive…”
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language (2015, background): “…that bilingualism is an asset for teachers of English learners, we argue that teachers who understand language learning can make important contributions to ELL student learning if they are familiar with some instructional methods designed for use in translating (cf. Lucas & Grinberg, 2008).”
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education (2013, background): “T WO MAJOR TRENDS HAVE intensified the urgency to prepare all teachers for teaching culturally and linguistically diverse (CLD) students (Lucas & Grinberg, 2008; Villegas & Lucas, 2011).”
Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation (2008, result): “This study confirms the work of Lucas and Grinberg (2008), who suggest that teacher education programs across the country pay very little attention to issues of preparing teachers to teach English learners.”
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners (2013, background): “…frameworks have been proposed to describe the knowledge, skills, and dispositions of teachers who are effective with ELLs in standard curriculum settings (Coady et al., 2007; Commins & Miramontes, 2006; de Jong & Harper, 2005; Fillmore & Snow, 2002; Lucas & Grinberg, 2008; Téllez & Waxman, 2006).”