Critical Sociocultural Coaching: Teacher Pedagogical Change and Its Impact on Students’ English Proficiency and Achievement

Abstract

Drawing on critical sociocultural perspectives, the Enduring Principles of Learning (EPL) framework can improve the quality of general education environments for multilingual learners of English (MLLE). Using a quasi-experimental design (control groups, N = 36; 21 coached), elementary teachers participated in a 30-h EPL summer institute and seven coaching cycles. Correlational findings show how each EPL contributes to and predicts English Language Arts (ELA) achievement and English proficiency. ANCOVA results reveal that students of coached teachers significantly outperformed their peers in ELA achievement. The evidence improves pedagogical knowledge for teaching MLLE by adopting a transformative equity perspective.

Keywords

critical pedagogy sociocultural theory pedagogical coaching student achievement English language development teacher learning

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