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Learning about Teaching English Language Learners through Case Studies of the Inquiry of Exemplary New Teachers


by Bárbara J. Merino & Kathleen S. Dixon — 2010

The authors explore how two exemplary beginning teachers investigate their instruction in English language arts as they scaffold the development of academic literacy/language at two critical points of entry: kindergarten and sixth grade. Tanya targets the development of narrative structure; Rachel focuses on grammatical resources to provide support to claims in response to literature. The authors rely on multiple frameworks of AL to investigate how each demonstrates evolving professional competence and understandings of how to facilitate development in their students as they progress through their inquiry.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 414-437
http://www.tcrecord.org ID Number: 18488, Date Accessed: 12/12/2017 1:06:59 PM

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About the Author
  • Bárbara Merino
    University of California, Davis
    E-mail Author
    BARBARA MERINO, Ph.D., a former second-language teacher with a doctorate in educational linguistics from Stanford University, specializes in second-language acquisition, instruction, and assessment in children and adults. As director of teacher education at UC Davis, she led the design and implementation of a credential/MA targeting teacher inquiry on the impact of instruction on student learning. She has worked with beginning teachers on their inquiry projects in literacy, math, and science for the past fifteen years.
  • Kathleen Dixon
    University of California, Davis
    E-mail Author
    KATHLEEN DIXON received her doctorate in medieval and renaissance literature from the University of California, Davis. She has a range of English Language Arts teaching experience, from basic reading at the middle school level to college composition and literature classes. As director of a writing project at UC Davis, she worked with K-12 teachers in various professional development and educational programs, including teacher research. She mentored beginning teachers in their masters' inquiry projects, predominantly in English and history, for six years.
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