In our roles as teacher educators, we are humbled by the responsibility of preparing teachers who see students’ differences as assets rather than deficits. Many new teachers are employed by urban school districts with diverse student populations and high poverty rates among families. These new teachers, and likely seasoned ones as well, may wonder how to meet the needs of students who arrive at school hungry and facing many challenges. Teachers may wonder how to fill the gaps between what their students already know and what students are expected to know by the end of the year. Clay () reminded us that as teachers, it is our job to “observe what [students] know and can do and build on that foundation whether it is rich or meagre” (p. 10). In this issue, we continue the theme of empowerment by asking educators to focus first on students’ strengths and to frame those strengths as building blocks for instruction.Reframing Labels: From English Learners to Bi/Multilingual StudentsIn this fifth issue of Volume 71, Martínez challenges readers to rethink the labels “English learner” and “English language learner.” He theorizes that by labeling students this way, we inadvertently emphasize what students do not know
The Reading Teacher – Wiley
Published: Jan 1, 2018
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