Abstract
We investigated the extent to which a seven-week action research mentoring project would help two junior high school science teachers to feel more confident and successful in their abilities to use accommodation strategies to support the English language learners (ELLs) in their classes, and consequently to increase their ability to assess more accurately the curricular competence of ELLs. The participants completed pre- and post-study questionnaires and participated in weekly mentoring sessions on accommodation strategies. Results showed that both participants benefited from the mentoring project and felt an increased level of familiarity and comfort in implementing the accommodation strategies.
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