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Teachers working with ESOL paraprofessionals in a secondary context: Examining supervision
ARTICLE

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TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Internationally paraprofessionals are increasingly employed as one option of providing support for English language learners (ELLs) in schools. Consequently more teachers are working with paraprofessionals and becoming responsible for their supervision. This article examines the supervision of eight paraprofessionals working in secondary schools in New Zealand. To maximise learning benefits for ELLs, we argue that robust systems of supervision are required for ESOL paraprofessionals. While this study is located in New Zealand we believe it illuminates issues that are of international interest in education systems that are struggling to stay abreast of and adequately cater for ethnic and linguistic diversity.

Citation

Stacey, K., Harvey, S. & Richards, H. (2013). Teachers working with ESOL paraprofessionals in a secondary context: Examining supervision. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 55-67. Elsevier Ltd. Retrieved May 26, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.002

Keywords