Keywords
English language learners, English classrooms, differentiated learning, differentiated instruction
Submission Type
Research
Preview
Standing in front of a high school classroom with deeply variant levels of English proficiency is a daunting experience for almost any teacher. Last year, as I looked out over my sophomore class of students, I saw five students raised in the United States (including three second-generation Americans) mingled with five international, English language learner (ELL) students. Three of the international students hailed from China, while the other two were from Vietnam. A few months into the year, the equation became even more complex as another non-international student joined the class, along with another international student from war-torn Ukraine (the student from Ukraine was months late in arriving because access to the embassy and her visa was a problematic enterprise for quite some time. It felt like a minor miracle that she arrived at all, considering the difficulties she faced in getting legal permission to come to the United States).
Recommended Citation
Spencer, Dane
(2015)
"Finding Unifying Texts: Make Lemonade and The Book Thief as Tools of Differentiated Instruction for English Language Learners,"
The Utah English Journal: Vol. 43, Article 3.
Available at:
https://scholarsarchive.byu.edu/uej/vol43/iss1/3