Listening to Inner City Teachers of English Language Learners: Differentiating Literacy Instruction.

This paper examines what researchers have learned from teachers about high quality instruction for poor second language learners. It begins by describing the Vygotskian notion of responsivity. Next, it describes specific practices and guidelines, focusing on: differentiating instruction; understanding teachers' responsibility for knowing about students' lives; expecting the most and avoiding the deficit model; implementing curriculum that is meaningful to all students; recognizing knowledge of two languages and cultures; and being aware of default curriculum. The third section explains how to look beyond reading instruction, explaining that while differentiating instruction can improve the chances for all children to succeed, there are some larger societal issues that need to be part of the conversation (poverty, anti-immigrant and anti-bilingualism sentiments, lack of resources, and environmental hazards). The paper asserts that support networks of teachers and administrators are critical for rethinking curriculum and the role of teachers and administrators in larger community issues to best serve the needs of poor, inner city, second language learners. (SM)