“The kids are terrific: It’s the job that’s tough”: The ELL teacher role in an urban context

The present study depicts an ecological portrait of the work lives of 16 ELL high school teachers in an urban context in the United States. Results suggest that their work lives take place within a complex school ecology which affects the kinds of activities they engage in and the opportunities they have to support their students. In this context they demonstrate an unusual dedication to aiding students and their families in activities related to the transition to a new country. The paper concludes with recommendations for future research explicating further the school ecology of this group of teachers.

► ELL teacher roles differ considerably from those of mainstream teachers.
► ELL teachers take on advocacy roles outside classroom to help students’ transition.
► ELL teachers’ role is influenced by multiple aspects of school ecology.
► Rewards of seeing ELL students learn and grow keep ELL teachers in their jobs.