Effective Strategies for Developing Academic English: Professional Development and Teacher Practices

Bowers, Erica; Fitts, Shanan; Quirk, Matthew; Jung, Woo Suk

doi:10.1080/15235881003733407

Cited by 18 publications

(10 citation statements)

References 21 publications

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“…Faltis, Arias, and Ramírez-Marín (2010) studied both what the literature suggests the knowledge base for content teachers of multilingual learners should be and secondary teachers’ perspectives of those competencies, finding some differences and tensions between the teachers’ perspectives and the literature. However, Bowers, Fitts, Quirk, and Jung (2010), examining teacher perspectives of the effectiveness of various approaches in working with multilingual students, found that teachers preferred research-based instructional strategies that combined cognitive and metacognitive comprehension strategy instruction with direct instruction for academic language.…”

Section: A Complex Portrait: Quality Content Teaching For Multilinguamentioning

confidence: 99%

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Viesca

Strom

Hammer

et al. 2019

Review of Research in Education

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Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

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Section: A Complex Portrait: Quality Content Teaching For Multilinguamentioning

confidence: 99%

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Viesca

Strom

Hammer

et al. 2019

Review of Research in Education

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“…The use of general strategies for scaffolding academic content, such as graphic organizers, comprehensible input, background knowledge, and cognitive and metacognitive strategies has been described as ways of teaching AL (e.g. Bowers et al 2010). Similarly, the widely used Sheltered Instruction Observation Protocol approach (SIOP) (Echevarria and Graves 1998; Echeverria et al.…”

Section: Teaching Academic Language To English Learnersmentioning

confidence: 99%

Defining and Teaching Academic Language: Developments in K‐12 ESL

Ranney

2012

Language and Linguist. Compass

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The concept of academic language (also referred to as academic English) has developed substantially in the 30 years since Cummins introduced the distinction between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). Cummins ' (1979, 1981, 2000a) work explains why English language learners (ELs) may acquire basic conversational fluency in English quickly but require substantially longer to acquire academic language. The BICS ⁄ CALP framework has also influenced pedagogy, particularly by promoting highly contextualized teaching of academic content. More recent work drawing on linguistic approaches, including corpus linguistics and Systemic Functional Linguistics (SFL), provides insights into the specific features of language used in school settings. Pedagogical approaches emphasizing explicit language instruction and plentiful opportunities for oral and written language practice show promise for assuring that ELs can develop academic language proficiency. Given the need to address the academic achievement of the growing population of ELs, it is important for teachers to expand their concept of academic language instruction to include these approaches.

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“…While still a small field of research, literature on PD efforts for ELs grows simultaneously to the increasing linguistic diversity of K-12 students. To date, research has focused on the efficacy of PD in shifting teachers’ beliefs about ELs (Bowers, Fitts, Quirk, & Jung, 2010; Lara-Alecio, Tong, Irby, & Mathes, 2009; Lee & Buxton, 2013; Molle, 2013) and enactment of strategies to support language development (Janzen, 2008). Focused broadly across in-service teachers, studies have demonstrated the potential of high-quality PD to build cultural and linguistic awareness (Karabenick & Noda, 2004) and shift deficit-based thinking (Kibler & Roman, 2013).…”

Section: Current Efforts In Pd For Elsmentioning

confidence: 99%

“…In addition to investigating PD content to shift teachers’ beliefs and instruction, research has centered on common components of effective PD for ELs (Bowers et al, 2010; Echevarria, Richards-Tutor, Canges, & Francis, 2011; McIntyre, Kyle, Chen, Munoz, & Beldon, 2010). These studies connect to research findings on broad PD for all educators, including (a) building buy-in, awareness, and theoretical understandings of EL topics (Bowers et al, 2010; Conway & Abawi, 2013; Karabenick & Noda, 2004), (b) making PD relevant by grounding content in teachers’ unique cultural and linguistic contexts (Kim, Erekson, Bunten, & Hinchey, 2014), and (c) promoting active learning, collaboration, and ongoing coaching and support that prioritizes ELs (Crawford, Schmeister, & Biggs, 2005; Walqui, 2000). Research has also indicated the value of involving school and district leaders in EL-focused PD to support broader school change (Montecel & Cortez, 2002; Suttmiller & González, 2006).…”

Section: Current Efforts In Pd For Elsmentioning

confidence: 99%

Linguistically responsive professional development: An apprenticeship model

et al. 2017

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Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.

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Effective Strategies for Developing Academic English: Professional Development and Teacher Practices

Cited by 18 publications

References 21 publications

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Defining and Teaching Academic Language: Developments in K‐12 ESL

Linguistically responsive professional development: An apprenticeship model

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