English as a second language in the mainstream : teaching, learning, and identity

By Bernard A. Mohan, C. Leung, C. Davison. 2001

167 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ea7db1a7d467d922047a2f31d61336ad4427a221

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. E. D. de Jong
2. Candace A. Harper
3. D. Short
4. Carolyn G. Fidelman
5. Mohammed Louguit
6. Patricia A. Duff
7. Fredricka L. Stoller
8. Ron Darvin

In Literature and Literary Theory

1. Candace A. Harper
2. E. D. de Jong
3. D. Short
4. Carolyn G. Fidelman
5. Mohammed Louguit
6. Patricia A. Duff
7. Ron Darvin
8. B. Norton

Citations in the corpus

• Language, Literacy, Content, and (Pop) Culture: Challenges for ESL Students in Mainstream Courses (2001, background): “Nevertheless, some content teachers are finding ways to effectively accommodate the needs of their ESL students (e.g., Clegg, 1996a, 1996b; Mohan et al., 2001; Snow & Brinton, 1997), usually with input from language teachers.”
• Developing Academic Language in English Language Learners Through Sheltered Instruction (2012, background): “Moreover, collaboration among ESL and content teachers is not automatic (Mohan et al., 2001).”
• English language teacher expertise: the elephant in the room (2009, background): “Regardless of their level of English proficiency or academic preparation, English language learners (ELLs) worldwide are increasingly placed in mainstream classrooms for the entire school day (Davison 2006; Leung 2007; Mohan, Leung, and Davison 2001; Willis et al. 2003).”