Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and innovative ways to effectively educate English-language learners (ELLs). In place of common external factors typically used such as attendance, socioeconomic status, and test scores to address ELL’s learning, this study uses the lived educational descriptions of ELL teachers, who were once ELL students, to mine for new instructional insights to promote ELL student learning. To that effect, discourse analysis was utilized to ascertain the identity(s) of ELL educators, who were once ELL students. The convergence of the N-Identity and I-Identity leads to a third, albeit just as important D-Identity that provides much needed insight for school directors, curriculum facilitators, administrators, and educators who teach ELL students every day.

中文翻译：

---

ELL教师的教育经验：寻找教学见解以促进ELL学生的学习

得克萨斯州里奥格兰德河谷公立学校中墨西哥人口的持续学术增长，促使人们需要一种新颖且创新的方式来有效地教育英语学习者（ELL）。这项研究使用了曾经是ELL学生的ELL教师的生动活泼的教育描述，代替了通常用于学习ELL学习的出勤，社会经济状况和考试成绩等常见外部因素，以挖掘新的教学见解来促进ELL学生学习。为此，话语分析被用来确定曾经是ELL学生的ELL教育者的身份。N-Identity和I-Identity的融合产生了第三个，尽管同等重要的D-Identity为学校主管，课程安排者，管理人员，