Abstract
First-year research conducted by the authors of a 3-year, cross-cultural, professional development project involving English-as-a-Foreign Language (EFL) teachers at a private pre-K-12 school in central México. Findings indicate that key elements of the integrative-systematic approach—developed to respond to the combined need for equity and quality schooling within the highly diversified and differentially performing student populations in U.S. public schools—had positive effects on EFL teachers and students within the school.
Get full access to this article
View all access options for this article.
