Welcome to the InfoSci Platform
Elementary English Language Learners: Misconceptions About Second Language Learning and Teaching Practices

Elementary English Language Learners: Misconceptions About Second Language Learning and Teaching Practices

Khanh Nguyen Bui, Isabel L. Balsamo
Copyright: © 2018 |Pages: 15
ISBN13: 9781522531234|ISBN10: 1522531238|EISBN13: 9781522531241
DOI: 10.4018/978-1-5225-3123-4.ch005
Cite Chapter Cite Chapter

MLA

Bui, Khanh Nguyen, and Isabel L. Balsamo. "Elementary English Language Learners: Misconceptions About Second Language Learning and Teaching Practices." Optimizing Elementary Education for English Language Learners, edited by Nilufer Guler, IGI Global, 2018, pp. 76-90. https://doi.org/10.4018/978-1-5225-3123-4.ch005

APA

Bui, K. N. & Balsamo, I. L. (2018). Elementary English Language Learners: Misconceptions About Second Language Learning and Teaching Practices. In N. Guler (Ed.), Optimizing Elementary Education for English Language Learners (pp. 76-90). IGI Global. https://doi.org/10.4018/978-1-5225-3123-4.ch005

Chicago

Bui, Khanh Nguyen, and Isabel L. Balsamo. "Elementary English Language Learners: Misconceptions About Second Language Learning and Teaching Practices." In Optimizing Elementary Education for English Language Learners, edited by Nilufer Guler, 76-90. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3123-4.ch005

Export Reference

Mendeley
Favorite

Abstract

During the last decade, the United States has witnessed an influx of multicultural and multilingual students, especially the dramatically increasing number of students at elementary level, which accounts for 85% of native born (). However, most of teachers still lack professional developments in teaching those increasing population. Therefore, the purpose of this chapter is to synthesize different studies to address the most common misconceptions on how elementary English language learners learn English as a second language and teachers' pedagogical practices. This chapter ends with some recommendations, solutions, and future directions for researchers to advance teachers' pedagogical practices, so they can best serve this increasing population in the U.S. school system.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.