Sage Journals: Discover world-class research

Abstract

To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers’ perceived preparedness to serve ELs. The data highlights specific priorities for EL-focused professional development grounded in the Teaching English to Speakers of Other Languages (TESOL) P-12 Professional Teaching Standards in the domains of language, culture, instruction, assessment, and professionalism. Based on those survey findings, the article shares recommendations for specific content to be included in EL-focused professional development for teachers who reported feeling underprepared to serve ELs. Finally, this study provides specific recommendations for school leaders in relationship to the study.

Keywords

English Learners professional development teacher education

Get full access to this article

View all access options for this article.

References

Abbatte-Vaughn

(2008). Highly qualified teachers for our schools: Developing knowledge, skills, and dispositions to teach culturally and linguistically diverse students. In Brisk

M. E.

(Ed.), Language, culture, and community in teacher education (pp. 175-202). Mahwah, NJ: Lawrence Erlbaum.

Anfara

V. A.

Brown

K. M.

Mangione

T. L.

(2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28-38.

ASCD. (2015). Elementary and secondary education act: Comparison of the No Child Left Behind Act to the Every Student Succeeds Act. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/policy/ESEA_NCLB_ComparisonChart_2015.pdf

Aud

Wilkinson-Flicker

Kristapovich

Rathbun

Wang

Zhang

(2013). The condition of education 2013 (NCES 2013-037). Retrieved from http://nces.ed.gov/pubs2013/2013037.pdf

Ballantyne

K. G.

Sanderman

A. R.

Levy

(2008). Educating English language learners: Building teacher capacity roundtable report. Washington, DC: National Clearinghouse for English Language Acquisition.

Bogdan

R. C.

Biklen

S. K.

(2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Boston, MA: Pearson Education.

Bos

Sanchez

Tseng

Rayyes

Oritz

Sinicrope

(2012). Evaluation of quality teaching for English learners (QTEL) professional development (NCEE 2012-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Calderón

M. E.

Minaya-Rowe

(2011). Preventing long-term ELs: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin.

Castañeda v. Pickard, 648 F.2d 989 (U.S. App. 1981).

10.

Colombo

McMakin

Jacobs

Shestok

(2013). Hopefulness for teachers of ELLs in the era of NCLB. Multicultural Perspectives, 15(2), 81-87.

11.

Creswell

J. W.

(2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.

12.

Creswell

J. W.

(2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.

13.

Cummins

(2015, March). Evidence-based TESOL: Teaching through a multilingual lens. Keynote Presentation at the TESOL 2015 International Convention and English Language Expo, Toronto, Ontario, Canada.

14.

Darling-Hammond

(2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archive, 8(1). Retrieved from https://www.researchgate.net/publication/240273279_Teacher_Quality_and_Student_Achievement_A_Review_of_State_Policy_Evidence

15.

Davis

K. A.

Ovando

C. J.

Minami

(2013). Language and literacy acquisition theories. In Irby

B. J.

Brown

Lara-Alecio

Jackson

(Eds.), The handbook of educational theories (pp. 395-418). Charlotte, NC: Information Age.

16.

de Jong

Harper

. (2008). ESL is good teaching “plus”: Preparing standard curriculum teachers for all learners. In Brisk

M. E.

(Ed.), Language, culture, and community in teacher education (pp. 127-148). Mahwah, NJ: Lawrence Erlbaum.

17.

Every Student Succeeds Act. (2015). Retrieved from https://edworkforce.house.gov/uploadedfiles/every_student_succeeds_act_-_conference_report.pdf

18.

Fairbairn

Jones-Vo

. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers. Philadelphia, PA: Caslon Publishing.

19.

Fairbairn

Jones-Vo

. (2016). Engaging English learners through access to standards: A team-based approach to schoolwide student achievement. Thousand Oaks, CA: Corwin.

20.

Flores

B. B.

Smith

H. L.

(2008). Teachers’ characteristics and attitudinal beliefs about linguistic and cultural diversity. Bilingual Research Journal, 31(1-2), 323-358.

21.

Fry

(2008, June 26). The role of schools in the English language learner achievement gap. Pew Research Center Hispanic Trends. Retrieved from http://www.pewhispanic.org/2008/06/26/the-role-of-schools-in-the-english-language-learner-achievement-gap/

22.

Gándara

Maxwell-Jolly

Driscoll

(2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. San Francisco, CA: The Center for the Future of Teaching and Learning.

23.

Gill

Nanayakkara

(2014). The ELL critical data process: Distinguishing between disability and language acquisition. Scotts Valley, CA: CreateSpace.

24.

Gray

Cahalan

Hein

Litman

Severynse

Warren

. . . Stowe

(1993). New teachers in the job market, 1991 update. Washington, DC: U.S. Department of Education, OERI.

25.

Hamayan

Marler

Sánchez-López

Damico

(2013). Special education considerations for English language learners: Delivering a continuum of services (2nd ed.). Philadelphia, PA: Caslon.

26.

Harper

C. A.

de Jong

E. J.

Platt

E. J.

(2008). Marginalizing English as a second language teacher expertise: The exclusionary consequences of No Child Left Behind. Language Policy, 7(3), 267-284.

27.

Hattie

(2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne, Victoria, Australia.

28.

Hiatt

J. E

. (2016). Quality teachers of English language learners: Exploring the use of a standards framework to improve the focus of professional development for practicing classroom and content teachers (Doctoral dissertation). ProQuest Dissertations and Theses (UMI Publication No. 10110197).

29.

Karabenick

S. A.

Clemens Noda

P. A.

(2004). Professional development implications of teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 28(1), 55-75.

30.

Lau v. Nichols, No. 72-6520, Supreme Court of the United States 414 U.S. 563 (1974).

31.

Lee

J. S.

Oxelson

(2006). It’s not my job: K-12 teacher attitudes toward students’ heritage language maintenance. Bilingual Research Journal, 30(2), 453-477.

32.

LeMoine

Soto

(2016). Academic language mastery: Culture in context. Thousand Oaks, CA: Corwin.

33.

Levine

L. N.

Lukens

Smallwood

B. A.

(2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. Retrieved from http://www.ride.ri.gov/Portals/0/Uploads/Documents/Students-and-Families-Great-Schools/English-Language-Learners/go-to-strategies.pdf

34.

Loeb

Soland

Fox

(2014). Is a good teacher a good teacher for all? Comparing value-added of teachers with their English learners and non-English learners. Educational Evaluation and Policy Analysis, 36(4), 457-475.

35.

Lucas

Villegas

A. M.

Reznitskaya

(2006, April). Exploring the preparedness of regular classroom teachers to teach English language learners. Paper presented at the Annual Meeting of the American Research Association Conference, San Francisco, CA. Retrieved from http://www.ibrarian.net/navon/page.jsp?paperid=5057054

36.

National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. Washington, DC: National Academies Press.

37.

National Center for Education Statistics. (2017a). English learners in public schools. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp

38.

National Center for Education Statistics. (2017b). Mathematics performance. Retrieved from https://nces.ed.gov/programs/coe/indicator_cnc.asp

39.

National Center for Education Statistics. (2017c). Reading performance. Retrieved from https://nces.ed.gov/programs/coe/indicator_cnb.asp

40.

National Clearinghouse for English Language Acquisition. (2011). The growing number of English learner students. Silver Spring, MD: Author.

41.

National Education Association. (2015). All In! How educators can advocate for English language learners. Washington, DC: Author.

42.

Office of English Language Acquisition. (2017). Fast facts: Profiles of English learners. Washington, DC: U.S. Department of Education.

43.

Plyler v. Doe, 457 U.S. 202 (1982).

44.

Popham

W. J.

(2011). Classroom assessment: What teachers need to know (6th ed.). Boston, MA: Pearson Education.

45.

QRS International. (2015). NVivo for Mac (Version 10.2.0) [Computer software]. Victoria, Australia: QRS International.

46.

Rader-Brown

Howley

(2014). Predictors of instructional strategies that elementary school teachers use with English language learners. Teachers College Record, 116(5), 1-34.

47.

Reeves

(2006). Secondary teacher attitudes toward including English-language learners in mainstream classrooms. Journal of Educational Research, 99(3), 131-142.

48.

Rothstein-Fisch

Trumbull

(2008). Managing diverse classrooms: How to build on students’ cultural strengths. Alexandria, VA: Association for Supervision and Curriculum Development.

49.

Samson

J. F.

Collins

B. A.

(2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness. Washington, DC: Center for American Progress.

50.

Shin

S. J.

(2012). Bilingualism in schools and society: Language, identity, and policy. New York, NY: Routledge.

51.

Staehr Fenner

. (2014). Advocating for English learners: A guide for educators. Thousand Oaks, CA: Corwin.

52.

Staehr Fenner

Kuhlman

. (2012). Preparing effective teachers of English language learners: Practical applications for the TESOL P-12 professional teaching standards. Annapolis Junction, MD: TESOL Press.

53.

Staehr Fenner

Snyder

. (2017). Unlocking English learners’ potential: Strategies for making content comprehensible. Thousand Oaks, CA: Corwin.

54.

Téllez

Waxman

H. C.

(2005). Quality teachers for English language learners: A review of the research. Retrieved from http://files.eric.ed.gov/fulltext/ED508447.pdf

55.

TESOL International Association. (2010). Standards for the recognition of initial TESOL programs in P-12 ESL teacher education. Alexandria, VA: Author.

56.

Title VI, Civil Rights Act of 1964. (1999). 34 CFR 100.1 (Rev.). Retrieved from https://www.gpo.gov/fdsys/search/pagedetails.action?collectionCode=CFR&browsePath=Title+34%2FSubtitle+B%2FChapter+I%2FPart+100%2FSection+100.1&granuleId=CFR-2002-title34-vol1-sec100-1&packageId=CFR-2002-title34-vol1&collapse=true&fromBrowse=true

57.

Trumbull

Rothstein-Fisch

Greenfield

P. M.

Quiroz

(2001). Bridging cultures between home and school: A guide for teachers. Mahwah, NJ: Lawrence Erlbaum.

58.

U.S. Department of Education, National Center for Education Statistics. (2001). Teacher preparation and professional development: 2000. Retrieved from http://nces.ed.gov/pubs2001/2001088.pdf

59.

U.S. Department of Justice & U.S. Department of Education. (2015). Dear colleague letter: English learner students and limited English proficient parents. Retrieved from https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

60.

Valdés

(1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York, NY: Teachers College Press.

61.

WIDA Consortium. (2014). WIDA’s 2012 amplification of the English language development standards: Kindergarten-Grade 12. Madison: Board of Regents of the University of Wisconsin System.

62.

Williams

Perry

Oregón

Brazil

Hakuta

Haertel

. . . Levin

(2007). Similar English learner students, different results: Why do some schools do better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Retrieved from https://edsource.org/wp-content/publications/SimELreportcomplete.pdf

63.

Youngs

C. S.

Youngs

G. A.

Jr. (2001). Predictors of mainstream teachers’ attitudes toward ESL students. TESOL Quarterly, 35(1), 97-120.

Improving the Focus of English Learner Professional Development for In-Service Teachers

Abstract

Keywords

Get full access to this article

References