Maximizing Educational Opportunities for English Learners Through Amplified Curriculum

Carla Huck

doi:10.29333/ejecs/344

Authors

Carla Huck Florida Gulf Coast University

DOI:

https://doi.org/10.29333/ejecs/344

Keywords:

English Learners, curriculum, secondary, teacher education, newcomers

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Author Biography

Carla Huck, Florida Gulf Coast University

Carla B. Huck is a doctoral student at Florida Gulf Coast University in Fort Myers, FL., where she also instructs pre-service teachers in ESOL endorsement courses. She has an M.A. in TESOL and an Ed.M in Urban Education Administration. She currently serves as the ELL Instructional Leader for the School District of Lee County, and is the founder/President of SouthWest Florida TESOL.

Email: chuck@fgcu.edu.

References

Noguera, P., Darling-Hammond, L., & Friedlander, D. (2017). Equal opportunity for deeper learning. In R. Heller, R. E. Wolfe, & A. Stenberg (Eds.), Rethinking readiness: Deeper learning for college, work, and life (pp. 81-104). Boston, MA: Harvard Education Press.

U.S. Department of Education. (2016). Non-regulatory guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). U.S. Department of Education. https://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016. pdf

Vygotsky, L. (1978). Mind in society. Boston, MA: Harvard University Press.

Walqui, A. (2007). The development of teacher expertise to work with adolescent English learners: A model and a few priorities. In L. S. Verplaetse & N. Migliacci (Eds.), Inclusive pedagogy for English language learners: A handbook of research-informed practices (pp. 103-125). New York, NY: Lawrence Erlbaum Associates.

Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. San Francisco, CA: WestEd.