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Highly Effective Teachers of Vulnerable Students

Practice Transcending Theory


Edited By Mary Poplin and Claudia Bermudez

Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.

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6. “Her method of teaching is extraordinary”: Preferred Strategies for Reclassification of English Learners (Kim Hall)


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6. “Her method of teaching is extraordinary”: Preferred Strategies for Reclassification of English Learners


“I believe Ms. C helps students learn so much because her method of teaching is extraordinary. Her method of teaching is that she really knows what she is doing and what she is teaching … she interacts with the students and pushes us to do better at our work. She’s also … strict if she needs to be which helps others to know she’s in charge.”

—7th-grade EL student


The linguistic demographics in public schools are expanding: students speak over 325 distinct languages throughout the United States. Academic success for English learners involves mastery in listening, speaking, reading, and writing in English as students simultaneously attain content-specific knowledge and understanding. When English learners (ELs) meet district and state goals, they are re-designated as Reclassified Fluent English Proficient (RFEP). Conversely, English learners who do not achieve the RFEP status by the end of middle school will be academically disadvantaged since, in most districts across the country, they are programmed into intervention and support classes upon entry to high school, which limits their access and participation in academic programs, postsecondary options, and college credit curriculum. As a result, they are essentially removed from the college-bound track. ← 99 | 100 →

Specifically designed strategies to assist English learners in acquiring language proficiency are imperative. This chapter focuses on the instructional strategies...

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