Learning about English learners: teachers’ and leaders’ perceptions of effective professional development

Vera, Elizabeth; Heineke, Amy J.; Israel, Marla Susman; Hill, Martin; Goldberger, Nancy; Hook, Kimberly; Anderson, Bernasha

doi:10.1080/19313152.2021.1971474

Cited by 3 publications

(1 citation statement)

References 49 publications

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“…Like, juicy sentences and the 3 Ls and all these little things that they tell us to do, but no one is telling you exactly how to put it together.” Again, this teacher reports how EL teachers were given strategies for how they might provide instruction, but there was no focus on specific materials they should be using or on the design of curriculum for MLLs. This lack of guidance and preparation (e.g., Martin, 2019; Vera et al., 2022), combined with the pressure to ensure materials adhere to grade‐level requirements, leaves teachers to question what they should be using.…”

Section: Resultsmentioning

confidence: 99%

Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices

White,

Galloway,

Jiménez

2023

TESOL Quarterly

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This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English‐centric policies at their schools.

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Section: Resultsmentioning

confidence: 99%

Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices

White,

Galloway,

Jiménez

2023

TESOL Quarterly

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Dual enrollment and multilingual English learners: From equity gaps toward solutions

Andrews,

Linares,

Encarnación

et al. 2024

New Drctns Community Coll

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Multilingual English learners (MELs) represent 10.4% of P‐12 students and are the fastest‐growing group of students in the United States. Another quickly growing student population are those dual enrolled (DE) in high schools and community colleges. DE increased 7% annually between 2002 and 2011, and increased by 11.5% from fall 2021 to fall 2022 to 1.4 million. However, MELs are less likely to participate in DE. Furthermore, there is scant research on the causes and impacts of this disparity. This lack of participation presents a problem of equity, systemic/strategic enrollment management, and socio‐economic outcomes of education. The authors review gaps, discuss a recent high school‐community college partnership that welcomes MELs into DE, and make recommendations for research, policy, and practice

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Interculturality and Peace in the Training of English Teachers

Torres Escobar,

Delgado Zárate

2024

Int J Innov Educ Res

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Today's society lives daily accelerated changes in all its spheres produced by information and communication technologies in a world characterized by globalization. The speed of change requires education to remain in continuous reflection to rethink and reconsider its educational work in order to respond appropriately to the new challenges and problems that society is experiencing. In coherence with the challenges caused by changes in daily life, teacher training requires internalizing the interrelation between peace and interculturality, to contribute to the search and consolidation of peace. The objective of the research was to identify and analyze research related to the training of English teachers in interculturality and peace. For this, the Scopus research platform and the Vosviewer software were used. It was found that the articles found do not recognize the importance of training teachers in interculturality and peace for the culture of democracy. It was concluded that it is important for teachers to develop professionally not only in English language proficiency but also in interculturality and education for peace. The intercultural and peace perspective is articulated with a vision of language learning that goes beyond the linguistic form and commits teachers and students to language learning committed to society in a culturally diverse world.

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Learning about English learners: teachers’ and leaders’ perceptions of effective professional development

Cited by 3 publications

References 49 publications

Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices

Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices

Dual enrollment and multilingual English learners: From equity gaps toward solutions

Interculturality and Peace in the Training of English Teachers

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