The authors conducted an informal survey to assess the current state of reading professionals in the United States. They wanted to find out
The different job titles used for reading professionals across the states
The requirements for becoming a reading professional
The typical roles and duties of these reading professionals
The findings of the survey suggest that reading professionals may not be adequately prepared for their specific jobs. This situation is particularly reflected in the lack of information at the state department level regarding reading coaches.
A toolkit approach to professional development is frequently used to assist teachers of English language learners (ELLs), wherein teachers are provided a grab bag of activities and strategies to implement in their classrooms. However, today's heightened language demands call for teachers to develop teacher language awareness (TLA), a language lens that teachers use as a filter for text and material selection, instructional planning, and responsive teaching. Deeper professional development experiences are required to help teachers develop knowledge and expertise in the three domains of TLA: the user domain, the analyst domain, and the teacher domain. This article provides justification for TLA development, explanations of each TLA domain, plus concrete professional development ideas that can be implemented at a school, institution, or district level. doi: 10.1002/tesj.223Educators in both English as a second language (ESL) and English as a foreign language (EFL) contexts require continued professional development to stay abreast of new research and pedagogical innovations in the TESOL field. This article is directed at those TESOL educators who belong to the content-based instruction community of participation, that is, language teaching environments wherein content and language are taught simultaneously. Often referred to as CBI (for content-based
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