![\"puzzle-1019766_640\"](\"https:\/\/blogs.ubc.ca\/singhs\/files\/2016\/03\/puzzle-1019766_640-300x300.jpg\")
\nLopez, F., & Iribarren, J. (2014). Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How. Theory into Practice, 53(2), 106-114.<\/p>\n
\nLopez, F., & Iribarren, J. (2014). Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How. Theory into Practice, 53(2), 106-114.<\/p>\n
Francesca Lopez and Jacqueline Iribarren, who are both assistant educators at different universities in the United States of America, look at ways to support ELL\u2019s. Through studies, they seem to notice how ELL\u2019s are marginalized at schools and how they tend to score low on achievements tests. One of the reasons for this is the fact that ELL\u2019s work with teachers that have low resources, therefore, the support is very limited. Both authors believe that this has to change due to the growing and high rise of ELL population. Based on their research, the three best ways to support ELL\u2019s are by cultivating language proficiency to academic grade level; ensuring access to high-quality curriculum within effective teaching and learning environments; and promoting the sociocultural integration of all students. Most importantly we as educators need to show some effort to help support ELL\u2019s and their needs.<\/p>\n","protected":false},"excerpt":{"rendered":"
Lopez, F., & Iribarren, J. (2014). Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How. Theory into Practice, 53(2), 106-114. Francesca Lopez and Jacqueline Iribarren, who are both assistant educators at different universities in the … Continue reading