Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools

Abstract

Teachers enter increasingly linguistically diverse classrooms, and report being ill-prepared to support the learning of multilingual learners of English (MLEs) in the early grades. This study explored the potential of a dual-pathway approach where paired in-service mentors and pre-service mentees are provided with aligned and synchronized professional development (PD) content on effective practice for MLEs. The efficacy of this approach was explored with 14 pre-service teachers and 14 matched in-service mentor teachers at four schools and contrasted with eight in-service teachers at four demographically matched schools not receiving PD and their 680 students. Results showed statistically significant growth and differences on evidence-based language and literacy strategies for teachers receiving the PD compared to teachers not receiving the PD as well as statistically significant growth in student performance for classrooms with PD receiving teachers. The current study provides promise for the potential of this approach and promotes porousness in university–school partnerships.