Increasing numbers of English as a second language (ESL) learners throughout the United States have created an urgent need for professional development for millions of teachers. Distance education offers an opportunity for high-quality professional development to be delivered to collaborative teams of teachers at local school sites. However, research has shown that effectively meeting the needs of second language learners requires sociocultural pedagogy. The challenge has been to develop an approach to distance education that attends to sociocultural perspectives of learning and models sociocultural pedagogy. In developing a bilingual/ESL endorsement program, teacher educators at Brigham Young University have met this challenge with the ProfessorsPlus model for sociocultural pedagogy in distance education. This article describes this innovative approach to distance education.
Get full access to this article
View all access options for this article.
References
1.
AngeloT.1993. Fourteen general, research based principles for improving higher education. AAHE Bulletin45 (8): 5—7.
2.
BakhtinM. M.1981. The dialogic imagination, trans. M. Holquist and C. Emerson, ed. and and HolquistM.. Austin: University of Texas Press.
3.
BonwellC. C., and EisonJ. A.1991. Active learning: Creating excitement in the classroom. ASHE/ ERIC Report. Washington, DC: School of Education and Human Development, George Washington University.
4.
BrizziE. N.1978. Trainer-of-trainers: A collaborative approach to inservice staff development. Los Angeles, CA: Lynwood Unified School District and School of Education, University of Southern California (ERIC Document Reproduction Service No. ED151336).
5.
ClairN.1995. Mainstream classroom teachers and ESL students. TESOL Quarterly29, 189—196.
6.
CyrsT. E., and SmithF. A.1992. Essential skills for television teaching: There is a difference. Las Cruces: Center for Educational Development, College of Human and Community Services, New Mexico State University.
7.
DaltonS. S.1998. Pedagogy matters: Standards for effective teaching practice. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence, University of California. Available at http://www.cal.org/crede/pubs/research/RR4.pdf
8.
Darling-HammondL.1997. Education, equity, and the right to learn. In The public purpose of education and schooling, ed. GoodladJ.I., and McMannonT.J., 41—54. San Francisco: Jossey-Bass.
9.
EganM. W., FerrarisC., JonesD. E., and SebastianJ.1993. The telecourse experience: A student perspective. Education Journal7, 1—7.
10.
EganM. W., and GibbG. S.1997. Student-centered instruction for the design of telecourses. In Teaching and learning at a distance: What it takes to effectively design, deliver, and evaluate programs, ed. and and CyrsT.E., 33—39. San Francisco: Jossey-Bass.
11.
FaltisC., and HudelsonS.1994. Learning English as an additional language in K-12 schools. TESOL Quarterly28, 457—468.
ForsythD. R., and McMillanJ. H.1991. Practical proposals for motivating students. In College teaching: From theory to practice, ed. MengesR.J., and SvinickiM., 53—65. San Francisco: Jossey-Bass.
14.
GoodladJ. I.1998. Schools for all seasons. Phi Delta Kappan79, 670—671.
15.
GrahamC. R., TeemantA., HarrisM., and CutriR. M.2001. The pedagogy and technology of distance learning for teacher education: The evolution of instructional processes and products. In Case studies in TESOL practice series: Distance-learning programs, ed. and and HenrichsenL.E., 141—149. Alexandria, VA: Teachers of English to Speakers of Other Languages.
16.
HawleyW., and ValliL.1999. The essentials of effective professional development: A new consensus. In Teaching as the learning profession: Handbook of policy and practice, ed. Darling-HammondL., and SykesG., 127—150. San Francisco: Jossey-Bass.
17.
JohnsonD. W., JohnsonR. T., and SmithK. A.1991. Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.
18.
KindlerA. L.2002. Survey of the states’ limited English proficient students and available educational programs and services: 1999–2000 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.
19.
KohlP. L., and WittyE. P.1996. Equity challenges. In Handbook of research on teacher education2nd ed., ed. SikulaJ., ButteryT.J., and GuytonE., 837—866. New York: Macmillan.
20.
KolbD. A.1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
21.
LowmanJ.1984. Mastering the techniques of teaching. San Francisco: Jossey-Bass.
22.
MehrotraC. M., HollisterC. D., and McGaheyL.2001. Distance learning: Principles for effective design, delivery, and evaluation. Thousand Oaks, CA: Sage.
23.
PenfieldJ.1987. ESL: The regular classroom teacher's perspective. TESOL Quarterly21, 21—39.
24.
RichardsonV.1996. The roles of attitudes and beliefs in learning to teach. In Handbook of research on teacher education2nd ed., ed. SikulaJ., ButteryT.J., and GuytonE., 102—119. New York: Macmillan.
25.
RogoffB.1990. Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
26.
RogoffB., and WertschJ. V.1984. Children's learning in the zone of proximal development. San Francisco: Jossey-Bass.
27.
TeemantA., CutriR., SquiresD., and GibbG.1998. Developing inclusive pedagogy. Provo, UT: Brigham Young University-Public School Partnership Summer Institute.
28.
TeemantA., HarrisM., and PinnegarS.2003. Foundations of bilingual education: Instructional guide. 2nd ed.Provo, UT: Brigham Young University.
29.
TharpR. G.1997. From at-risk to excellence: Research, theory, and principles for practice. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. Available at http://www.crede.ucsc.edu/products/print/reports/rrl.html.
30.
TharpR. G., and GallimoreR.1989. Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
31.
Van HoutenR.1980. Learning through feedback: A systematic approach for improving academic performance. New York: Human Services.
32.
VygotskyL. S.1978. Mind in society: The development of higher psychological processes, trans. and ed. ColeM., John-SteinerV., ScribnerS., and SoubermanE.. Cambridge, MA: Harvard University Press.
33.
WertschJ. V.1985. Culture, communication, and cognition: Vygotskian perspectives. New York: Cambridge University Press.
34.
WertschJ. V.1991. A sociocultural approach to socially shared cognition. In Perspectives on socially shared cognition, ed. ResnickL.B., LevineJ.M., and TeasleyS.D., 85—100. Washington, DC: American Psychological Association.
