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Abstract

The number of students who speak languages other than English continues to grow in both rural and urban public schools in the United States. Teachers are challenged to accommodate the diverse needs of English language learners (ELLs). This exploratory study investigated the perceptions of eleven teachers from a rural public elementary school in North Carolina and how these perceptions affect the learning experiences of ELLs. This article discusses pedagogical implications for in-service teachers educating ELLs.

El número de estudiantes que habla inglés como segundo idioma continua creciendo en las escuelas públicas rurales y urbanas en los Estados Unidos. El reto para los maestros es cómo ayudar a los estudiantes diversos a adaptarse al sistema educativo. Este estudio investigativo explora las percepciones de once maestros de una escuela elemental pública de zona rural en Carolina del Norte y cómo estas percepciones afectan las experiencias de aprendizaje de estos estudiantes. En el artículo se discuten implicaciones pedagógicas para los maestros que imparten este tipo de enseñanza.

Keywords

English Language Learners methods of teaching ESL teachers perceptions

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References

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Evolution of Teacher Perceptions Regarding Effective Instruction for English Language Learners

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