Defining the LESLLA Teacher Knowledge Base

Abstract

The following article summarizes the complex knowledge that LESLLA teachers need to do this unique and challenging work. The author asserts that LESLLA teachers tap into four main domains of knowledge in the classroom: knowledge of teaching, knowledge of the refugee and immigrant experience, knowledge of language and language acquisition, and knowledge of adult learning. As LESLLA learners are new to print literacy, a critical fifth area of knowledge seeps into every aspect of this work: early literacy instruction. The author begins with a brief summary of what has been previously published about the LESLLA teacher knowledge base before outlining her proposed model as supported by current research. She concludes with suggestions for building adaptive expertise in LESLLA teachers.