English Language Teaching in North American Schools

  • Jim CumminsEmail author
  • Mario E. López-Gopar
  • William M. Sughrua
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


The chapter focuses on the intersection of research and (K-12) educational policies in English language teaching (ELT) in Mexico, the United States, and Canada. Initially, current provision for ELT in public schools in these three contexts is summarized. Then six thematic lenses are identified through which current ELT provision and experience in these three contexts can be viewed. These thematic lenses are (1) nature, trajectories, and outcomes of ELT; (2) the emergence of content-based approaches to ELT; (3) ELT within bilingual programs; (4) multilingual and translanguaging approaches to ELT; (5) decolonization and identity negotiation in ELT; and (6) literacy engagement as fuel for English academic language development. The final section integrates these themes and the research evidence underlying them with broader policy directions for evidence-based ELT in North American schools.


Bilingual instructional approaches Content-based language teaching Cross-lingual interdependence Decolonization Literacy engagement Socioeconomic status (SES) Transfer across languages Translanguaging 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Jim Cummins
    • 1
    • 2
    Email author
  • Mario E. López-Gopar
    • 3
  • William M. Sughrua
    • 3
  1. 1.Department of Curriculum, Teaching and LearningUniversity of TorontoTRCanada
  2. 2.Åbo Akademi UniversityTurkuFinland
  3. 3.Universidad Autónoma Benito Juárez de OaxacaOaxacaMexico

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