Inservice Preparation for Mainstream Teachers of English Language Learners: A Review of the Empirical Literature

Lucas, Tamara; Strom, Kathryn J.; Bratkovich, Meghan Odsliv; Wnuk, Jennifer

doi:10.1080/00131725.2018.1420852

Cited by 37 publications

(25 citation statements)

References 36 publications

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“…Effective leaders of ELs also commit to family and community engagement through policies, programming, and their own practices, and build trust with typically marginalized communities (Bryk and Schneider, 2002;Mapp and Bergman, 2019). They consistently analyze, and modify their beliefs and practices (Lucas et al, 2018) specific to school contexts and lead the creation of established process and organizational conditions that produce policy and program goals intended to impact capacity outcomes. Next, we turn to the literature on the evolution of views of educational leadership and how perspectives of education leadership inform our study.…”

Section: Supporting Effective Education For English Learners: Leadership Mattersmentioning

confidence: 99%

“…Linking this finding to the research base on effective teachers of ELs indicates that they build their knowledge about the curriculum and school context, engage in inquiry about their own practice, and deepen subject and linguistic knowledge for teaching ELs (Goldenberg, 2008;Faltis et al, 2010;National Academies of Sciences Engineering and Medicine, 2017). They also support the development of family engagement strategies, policies, and programs (Mapp and Bergman, 2019), consistently analyze, and change their beliefs and practices (Lucas et al, 2018). Professional learning targeting both the use of EL-specific DLRs along with EL researchbased pedagogies is essential for the development of effective EL instruction during remote learning.…”

Section: Professional Development -Addressing the Digital Divide Through Effective Teaching For English Learnersmentioning

confidence: 99%

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Equity Leadership for English Learners During COVID-19: Early Lessons

et al. 2021

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This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.

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Section: Supporting Effective Education For English Learners: Leadership Mattersmentioning

confidence: 99%

Section: Professional Development -Addressing the Digital Divide Through Effective Teaching For English Learnersmentioning

confidence: 99%

Equity Leadership for English Learners During COVID-19: Early Lessons

et al. 2021

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“…Together with the questions of whether the project was a one-off implementation or an ongoing development (cf. Lucas et al 2018), who was expected to reflect on LST and why, and how these reflections related to the ability to act according to the reflections (cf. McNiff and Whitehead 2011), these issues proved Europeanlevel action research to be a task that should not be taken lightly.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, they often focused on the tasks related to action research as something to be implemented rather than as an ongoing development from within (cf. Lucas et al 2018). These two different angles of approach resulted in the need to be explicit about what reflection tools were created for the intervention itself, that is, the products that could be used as part of raising awareness of LST, and which were used to collect data regarding the action processes in order to be able to theorise and generalise some of the findings.…”

Section: Second Action-reflection Cycle -Views Of the Participantsmentioning

confidence: 99%

Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Bergroth

Esbert

Pépiot

et al. 2021

Educational Action Research

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This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multiprofessional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called 'Linguistically Sensitive Teaching in All Classrooms' that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify 'critical moments' in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education.

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“…Across the United States, more than 4.5 million students enrolled in public schools speak a language other than English in the home (Lucas, Strom, Bratkovich, & Wnuk, 2018;McFarland et al, 2018;National Center for Education Statistics [NCES], 2018). Commonly referred to as English language learners (ELs), these students represent approximately 9.5% of the U.S. K-12 student population (NCES, 2018).…”

mentioning

confidence: 99%

Preparing Teacher Leaders for English Language Learners in Rural Settings

Coady

Lopez

Marichal

et al. 2019

tpre

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The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.

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Inservice Preparation for Mainstream Teachers of English Language Learners: A Review of the Empirical Literature

Cited by 37 publications

References 36 publications

Equity Leadership for English Learners During COVID-19: Early Lessons

Equity Leadership for English Learners During COVID-19: Early Lessons

Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Preparing Teacher Leaders for English Language Learners in Rural Settings

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