Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three…

The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is…

The purpose of this study was to examine whether licensed in-service teachers of English for speakers of other languages (ESOL) in K-12 schools are more knowledgeable in the area of applied linguistics than their nonlicensed counterparts, and whether the ESOL-licensed teachers who have taken courses toward their licensure are more knowledgeable in…

This study explored K-8 teachers' perceptions of their preparation and the challenges they encountered in delivering instruction to culturally and linguistically diverse learners. Using a mixed method research design, data were collected through a web-based survey from teachers in the state of Michigan. Researchers used chi-square tests to…

This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use…