Supporting teachers of English learners by leveraging students' linguistic strengths

Robert T. Jiménez, Sam David, Mark Pacheco, Victoria J. Risko, Lisa Pray, Keenan Fagan, Mark Gonzales

Research output: Contribution to journalReview articlepeer-review

17 Scopus citations


Abstract: In this paper, we seek to inform policy regarding the professional development of teachers of students who are learning English. To do this, we employ a framework that considers the pedagogical knowledge, practical teaching skills, and dispositions recommended by PD researchers and ELL teacher educators. We then present an approach that incorporates recommended teacher practices, dispositions, and types of knowledge that we call TRANSLATE, or Teaching Reading And New Strategic Language Approaches to English learners. We argue that translating carefully selected portions of grade-level appropriate text has the potential to improve the English reading comprehension of ELLs. We illustrate this approach by highlighting how one of our research team's instructors was able to incorporate ELL students' linguistic expertise into their guided reading of a text so that they could engage in the kinds of metacognitive and metalinguistic behavior known to foster reading comprehension.

Original languageEnglish (US)
Pages (from-to)406-412
Number of pages7
JournalReading Teacher
Issue number6
StatePublished - Mar 1 2015

Bibliographical note

Publisher Copyright:
© 2015 International Literacy Association.


  • Adolescence
  • Childhood
  • Comprehension monitoring
  • Depth of (higher level, literal level, etc.)
  • English language learners, English learners, English as a second language, English for speakers of other languages
  • First, second, etc., language (L1, L2,etc.)
  • In-service
  • Metacognition
  • Multilingualism
  • Preservice
  • Qualitative
  • Sociocultural


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