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(TESL) faculty may be further explored to combine the theoretical notions from myriad fields
into the discipline-specific coursework.
Finally, with current national and state standards focused on a new vision for teachers and
school counselors, it also becomes more crucial to also look for ways to support current
practicing professionals through high-quality, on-going, and sustainable professional
development, comprehensively coordinating communication and services. With these changes,
the focus on English learners’ student outcomes and academic achievement is more
comprehensively addressed.
About the Author
Dr. Joan Lachance is an Assistant Professor in Teaching English
as a Second Language (TESL) at the University of North Carolina
at Charlotte. Her research agenda encompasses TESL and Dual
Language teacher/educator preparation, P–12 academic literacy
and language development, as well as critical pedagogy and
access to multicultural curricula.
Within her faculty position, Dr. Lachance serves as a leader in
North Carolina and the surrounding region, specializing in
professional development for teachers, school counselors, and
school administrators on best practices for English learner
education, social justice and multicultural pedagogy, authentic
assessments for English learners, and international comparative
education.
References
Albers, C.A., Hoffman, A.J., & Lundahl, A.A. (2009). Journal coverage of issues related to
English language learners across student-services professions. School Psychology
Review.38(1), 121-134.
American School Counselor Association. (2005). The ASCA national model: A framework for
school counseling programs. (2nd ed.) . Alexandria, VA: Author.
American School Counselor Association. (2008). The professional school counselor and
response to intervention. Retrieved from
American School Counselor Association. (2010). The professional school counselor and school-
family –community partnerships. Retrieved from