Meeting the Needs of a Latino English Language Learner through Teacher Research

Authors

Sylvia R. Taube, Sam Houston State UniversityFollow
Barbara E. Polnick, Sam Houston State UniversityFollow
Jacqueline Minor Lane, Stovall AcademyFollow

Abstract

Over the years, Ms. Lane’s third grade mathematics classroom had become increasingly diverse. Challenged by the growing population of English Language Learners (ELL) and he r need to change her teaching practice to meet their needs, Ms. Lane selected to study how best to teach one of her greatest challenges, Ana, a Latino ELL who also had a learning disability. Ms. Lane and her two university mentors found that using a collaborative action research model provided a structure for researching, designing, and implementing strategies that helped Ana improve her mathematics performance. The university mentors found that they, too, benefited from working together as critical partners while assisting Ms. Lane in this collaborative action rese arch.

Keywords

Teaching Practice, Mathematics, Mentoring, Collaborative Action Research, and English Language Learners

Publication Date

12-1-2006

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2006.1660

Recommended APA Citation

Taube, S. R., Polnick, B. E., & Lane, J. M. (2006). Meeting the Needs of a Latino English Language Learner through Teacher Research. The Qualitative Report, 11(4), 795-811. https://doi.org/10.46743/2160-3715/2006.1660