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Developing Educator Expertise to Work with Adolescent English Learners
Module 1 – Introduction to Key Constructs

By Aída Walqui

OVERVIEW    |    INTRODUCTION    |   PART 1   |     PART 2   |    PART 3   |   REFERENCES

List of References


Glick, Y., & Walqui, A. (2020). Affordances in the development of student voice and agency: The case of bureaucratically labelled Long-term English Learners. In A. Kibler, G. Valdés, & A. Walqui (Eds.), Reconceptualizing the role of critical dialogue in American classrooms: Promoting equity through dialogic education. Routledge.

Mehta, J. (2013). The allure of order: High hopes, dashed expectations, and the troubled quest to remake American schooling. Oxford University Press.

Mehta, J., & Teles, S. 2014. Professionalization 2.0: The case for plural professionalism in education. In M. McShane & F. Hess (Eds.), Teacher quality 2.0: Will today’s reforms hold back tomorrow’s schools? Harvard Education Press.

Valdés, G., Kibler, A., & Walqui, A. (2014, March). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. TESOL International Association.

Walqui, A. (2010). The development of teacher expertise to work with adolescent English Learners: A model and a few priorities. In L. S. Verplaetse & N. Migliacci (Eds.), Inclusive pedagogy for English language learners: A handbook of research-informed practices. Lawrence Erlbaum Associates.

Walqui, A. (2019). Designing the amplified lesson. In A. Walqui & G. Bunch (Eds.), Amplifying the curriculum: Designing quality learning opportunities for English Learners (pp. 43–69). Teachers College Press.

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