Department of Teaching, Learning and Teacher Education


Date of this Version



Theory into Practice 52:2 (2013), pp. 81–88.

doi: 10.1080/00405841.2013.770325


Copyright © 2013 College of Education and Human Ecology, The Ohio State University; published by Routledge/Taylor & Francis Group. Used by permission.


Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in pre-service and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common cause in their efforts. This division has been at the cost of impeding many English language learners’ (ELLs) academic success. So, given that ELLs consecutively or concurrently negotiate these too-often separate schooling subworlds, it is imperative to overcome historical divisions and to conceptualize all teachers as needing (a) to be willing to see ELLs as part of their charge, and (b) to build the skills and capabilities to serve such students well.