The present collaborative ethnographic case study was design to explore teaching practices for English Language Learners (ELLs) in the United States, hereafter called "emergent bilinguals" (García, 2009). Through the theoretical lens of ethnographic vulnerability (Behar, 1996), I conducted 40-hour observations, four interviews, and artifact collections. By using an impressionist tale writing style throughout this article (Maanen, 2011), this paper presents the journey of an elementary school teacher who tries to employ classroom practices, teaching strategies, and assessments to educate emergent bilinguals. Drawing on ethnographic data, I propose an effective teaching approach called improvisational teaching. This teaching approach may be beneficial to other teachers who have emergent bilinguals in their classrooms.
"Improvisational Teaching for Emergent Bilinguals,"
Journal of Educational Research and Innovation: Vol. 6
, Article 1.
Available at: https://digscholarship.unco.edu/jeri/vol6/iss1/1