Teacher Preparation of Elementary Mainstream Teachers working with ELLs
Barrera, R. B., & Jiménez, R.T. (2000). Literacy instruction for bilingual Latino students: Teachers’ experiences and knowledge.Washington, D. C.: Office for Bilingual Education and Minority Language Affairs.
To date, the on-going debate concerning beginning reading instruction primarily has involved federal government officials and selected reading researchers without including teachers’ voices. In this report, we present the results of a series of focus group interviews with teachers of Latino children in three urban centers with significant Latino representation: Chicago, El Paso, Washington DC. We approached this task from a critical educational and a literacy sociocultural stance. Thirty K-5 teachers from three school districts with an extensive record of innovation in bilingual education participated in this research. We employed a semi-structured interview protocol that probed teachers’ perspectives on five pre-determined domains: curriculum, instruction, assessment, home-school connections, and research. For each data set, the two researchers jointly read the transcript to identify key topics that fell within and outside of the five domains. As a result of our analysis, we concluded that our participating teachers rejected the widespread belief that the literacy education of Latino students is an intractable problem requiring services of a remedial nature. Far from obsessing about instructional methods, they explicitly stated that they were ready and willing to “do whatever it takes” to make sure their students succeed. As a result they crafted learning experiences that were coherent, developmentally appropriate, and culturally responsive. In other words, their approach was oriented towards future learning, not reteaching irrelevant and useless skills. In their words, the ultimate goal was to create “better people” not just students who could pass tests
Barwell, R. (2005). Integrating language and content: Issues from the mathematics classroom.Linguistics and Education, 16(2), 205-218.
Research into the teaching and learning of language and content in mainstream classrooms research tends to treat content as a fixed body of knowledge to be reconstructed by learners. There is little research which seeks to understand how language and the curriculum are constructed and related in interaction by learners. In this paper, I report anaylysis of data from a recent study into the participation of students learning English as an additional language (EAL) in mainstream mathematics classrooms in the UK. As part of the study, pairs of students were asked to write and solve mathematical word problems together, an activity taken from their mathematics lessons. Analysis of students' interaction based on ideas from discursive psychology reveals how students' learning encompasses both mathematics and language learning, in the context, however, of significant identity and relationship work. Further analysis explores how these discursive practices relate to the kind of mathematics and language the students learn. Based on this analysis, I argue that there is a need for a more explicitly reflective model of the relationship between content, language and learning.
Bollin, G. G. (2007). Preparing teachers for Hispanic immigrant children: A service learning approach. Journal of Latinos and Education,6(2), 177-189.
One response to the need to prepare future teachers as multicultural educators is to use service learning with an immigrant population as part of a teacher education program. This article documents the impact of a project that engaged preservice teachers in tutoring struggling young English language learners. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Overall, the preservice teachers gained an understanding of the challenges facing the immigrant families, developed respect for the families' home cultures, and gained confidence in their ability to teach children from diverse backgrounds.
Byrnes, D. A.,Kiger, G., &Lee Manning, M. (1997). Teachers' attitudes about language diversity.Teaching and Teacher Education, 13(6), 637-644.
This paper addresses regular-classroom teachers' attitudes toward language diversity and linguistically diverse students. We examined salient contextual variables hypothesized in the research literature to be associated with language attitudes-experience with linguistically diverse students, region of the country, formal training in second-language learning, graduate education, and grade level taught. The respondents (N = 191) were teachers selected from three states: Arizona, Utah, and Virginia. Our findings show that region of the country, experience working with language-minority children, a completed graduate degree, and formal training were related to positive language attitudes. These findings are discussed in relation to strategies for attitude change in teachers.
Focus: Elementary and Secondary Teachers
Coady, M.,Hamann, E. T.,Harrington, M., Pho, S., & Yedlin, J.(2007). Successful schooling for ELLs: Principles for building responsive learning environments.In Verplaetse, L. S., & Migliacci, N. (Eds.), Inclusive Pedagogy for English Language Learners: A Handbook of Research-Informed Practices(pp. 245-255). New York: Lawrence Erlbaum.
This article suggests principles for building and ELL-Responsive learning environment in schooling by considering mutual cooperation among all people and resources included in schooling. The principles are 1)School leaders, administrators, and educators recognize that educating ELLs is the responsibility of the entire school staff. 2) Educators recognize the heterogeneity of the student population that is collectively labeled as "ELL" and are able to vary their responses to the needs of different learners. 3) The school climate and general practice reinforce the principle that students' languages and cultures are resources for further learning. 4) There are strong and seamless links connecting home, school, and community. 5) ELLS have equitable access to all school resources and programs. 6) Teachers have high expectations for ELLs. 7) Teachers are properly prepared and willing to teach ELLs. 8) Language and literacy are infused throughout the educational process, including curriculum and instruction. 9) Assessment is authentic, credible to learners and instructors, and takes into account first- and second-language literacy development.Focus: K-12
De Jong, E. J., & Harper, C. A. (2007). 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.
The authors discuss how the perspective of "Just good teaching" implies the hidden biases and invisibility to teach English language learners who have culturally and linguistically different backgrounds under the standard curriculum by showing language and cultural practices in classroom. They point out the importance of teacher education for both ESL and standard curriculum teachers to provide prepared and effective teaching for all students.
Griffin, N. E. (2008). Elementary teachers' perceptions and attitudes toward the inclusion of English language learners in mainstream classrooms(Doctoral dissertation). Retrieved from ProQuest. (Accession No. 3307299)
The primary purpose of this study was to examine elementary teachers' perceptions and attitudes toward the "inclusion" of ELLs in mainstreamed classrooms. Other purposes of the study examined (1)the teachers' perceptions and attitudes toward ELL language acquisition, (2)class modifications, (3)the ELL time constraints, (4)professional training and support, and (5)the overall educational environment resulting from ELL inclusion. This study utilized an "Integrative Research Design." Both quantitative and qualitative inquiries were employed. The quantitative aspect was descriptive. The survey instrument in this study was developed by Dr. Jenelle Reeves from the University of Nebraska. Open-ended questions were used to serve two purposes in this research: (1)to allow participants to expand or clarify their responses in the survey and (2)to identify any attitudes and perceptions the survey did not address (Reeves, 2002). The population for this research consisted of 14 elementary schools within the Rutherford County School district in Middle Tennessee. There were 437 participants (elementary classroom teachers) in the research study. The researcher used the SAS Statistical software (SAS(TM), SAS Institute, Inc., Cary, NC, USA) for all data analysis. Descriptive statistics was used to analyze the survey responses for the normality of distributions. If the data was normally distributed, parametric statistics were used to test the null hypotheses. For null hypotheses 1-6, t tests were used to reveal whether or not mainstreamed teachers had positive attitudes toward ELL students. Additionally, the General Linear Model procedure was used to perform the MANOVA test. The MANOVA test is the Multivariate Analysis of Variance, and it allowed comparison of multiple dependent variables (Mallery, 2006). Elementary mainstreamed teachers had positive attitudes toward class modifications, time constraints, educational environment, general attitudes, and training and support but had negative attitudes about having adequate ELL training. Also, elementary mainstreamed teachers had negative attitudes toward second language acquisition. Finally, the research showed that new teachers were more positive about all of the variables than experienced teachers, and females were more positive than males.
Hart, J. E., & Lee, O. (2003). Teacher professional development to improve the science and literacy achievement of English language learners.Bilingual Research Journal, 27(3), 475-501.
This paper describes the results of a teacher professional development intervention aimed at enabling teachers to promote science and literacy achievement for culturally and linguistically diverse elementary students. This paper has two objectives: (a) to examine teachers' initial beliefs and practices about teaching English language and literacy in science and (b) to examine the impact of the intervention on teachers' beliefs and practices. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large school district with a highly diverse student population. The results of these first-year professional development efforts, which form part of a 3-year longitudinal design, indicate that at the end of the year, teachers expressed more elaborate and coherent conceptions of literacy in science instruction. In addition, they provided more effective linguistic scaffolding in an effort to enhance students' understanding of science concepts. The results also suggest that teachers require continuing support in the form of professional development activities in order to implement and maintain reform-oriented practices that promote the science and literacy achievement of culturally and linguistically diverse students. Reprinted by permission of the publisher.
Hudspath-Niemi, H. S. (2008). Historical case analysis of ESL staff development for mainstream content area teachers in a Pennsylvania school district(Doctoral dissertation). Retrieved from ProQuest. (Accession No. 3315393)
This study is an analytical critique of English as a second language (ESL) staff development based on an informed understanding of the field of teacher training that considers the diversity within perceptions and perspectives of the stakeholders. The importance of context will be explored in the district's ESL staff development programs from 2000-2005; in order to evaluate the future needs in mainstream teacher training. The research sites include an elementary, middle and a high school located in western Pennsylvania. The district experienced an increase in English language learners (ELLs) over the past ten years (3,061%). Data analyses consisted of document analysis, a teacher focus group, and administrator interviews that concluded the success or failure of any ESL staff development initiative is contingent upon the collaboration between administrators and teacher, who conduct the district in a bureaucratic linear model. The documents identified seven critical ESL themes: strategies of instruction, second language acquisition, role of culture, affective concerns, Bloom's taxonomy, ESL program and policy, and ESL standards. Administrator interviews revealed an expectation for teachers to be responsible and self-sufficient professionals who can implement initiatives in order to individualize instruction for ELLs. The teacher focus group revealed a level of frustration with the bureaucratic constraints of the institution that lacks collaboration, time, and communication between stakeholders. Overall, the triangulation of the data reveals that there are inconsistencies between explicit statements in the data and the actualities that occur in the district. First and foremost is the "illusion of teacher training." Secondly, the triangulation of the data reveals inequities within the power relations and lack of consistent collaboration between the administrators and the teachers. Focus: K-12
Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of teachers' beliefs and attitudes toward English language learners.Bilingual Research Journal, 28(1), 55-75.
Research-based professional development is essential for districts and teachers across the nation that face the challenge of providing a quality education for increasingly diverse student populations. In this study, the researchers surveyed 729 teachers in one midwestern suburban district recently impacted by high numbers of immigrant and refugee English language learners (ELLs) about the teachers' beliefs, attitudes, practices, and needs related to ELLs. Results focused on: (a) overall trends and typical responses and (b) differences between teachers with more positive attitudes versus those with less positive attitudes toward having ELLs in their classes. In general, teachers held positive attitudes toward ELLs, bilingual education, and bilingualism; however, there was considerable variability, with sizeable proportions of teachers holding less supportive beliefs, attitudes, and practices. Teachers more accepting of ELLs in their classes were more likely to believe that an ELL's first language proficiency promotes school performance and does not impede learning a second language; bilingualism and bilingual education are beneficial; ELLs should be tested in their first language; lack of fluency in the second language does not imply lack of comprehension; and ELLs do not consume additional teacher time or district resources. Results also showed that teachers with more favorable attitudes toward ELLs tended to take a mastery versus a performance (or competitive) approach to instruction, and had a higher self-efficacy for teaching ELLs. Based on the results of this study, the authors discuss implications for professional development. Focus: K-12
Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in elementary science instruction with nonmainstream students.American Educational Research Journal, 42(3), 411-438.
In the climate of standards-based instruction and accountability, scaling up educational innovations is necessary to bring about system-wide improvements. As a result of fundamental tensions involving effective educational policies and practices for diverse student groups, scaling up is especially challenging in multilingual, multicultural, and inner-city settings. In this article, grounded in the instructional congruence framework, the authors highlight the challenges facing schools and teachers in articulating science disciplines with nonmainstream students' linguistic and cultural experiences while also promoting English language and literacy. Rigorous attention to such challenges is needed to make scaling up of educational interventions more effective and to answer the question of what constitutes "best policies and practices" for diverse student groups.
Mahn, H.,McMann, D., &Musant, S. (2005). Teaching/Learning Centers: Professional development for teachers of linguistically and culturally diverse students.Language Arts, 82(5), 378-87.
Part of a special issue on professional development. A Teaching/Learning Centers professional development model was piloted in five elementary schools. Through the pilot project, classrooms were set up as teaching/learning centers. Within the resulting collegial school communities, teachers taught teachers as they developed instruction for first and second language learners. Lessons learned and challenges addressed are outlined.
Menken, K., & Antunez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficient (LEP) students. Washington, D.C.: National Clearinghouse for Bilingual Education.
This study combined survey data with qualitative analysis to explore the pre-service preparation of teachers of English language learners (ELLs). The American Association of Colleges for Teacher Education disseminated surveys to member institutions and Web site users, examining the breadth and depth of preparation programs for such teachers. The National Clearinghouse for Bilingual Education compared survey findings to its analysis of both state level bilingual education teacher licensure requirements and the content of courses required by institutions for degrees/licensure in bilingual education. Licensure and course requirements were categorized by areas of knowledge, revealing that while typically emphasizing the areas of pedagogy and cultural/linguistic diversity, linguistics received less emphasis at both state and institutional levels. There was great variance in how states mandated requirements for bilingual education teacher licensure, though state requirements did impact institutions' programming. Programs varied in the depth of their coverage of areas of knowledge, with bachelor's programs more likely to cover studies within an area of knowledge through a broad overview or survey course combining various topics within one course. Very few higher education institutions offered programs that specifically prepared bilingual education teachers. Even fewer required preparation for mainstream teacher regarding ELL education.
Palmer, B. C., Chen, C-I., Chang, S., &Leclere, J. T. (2006). The impact of biculturalism on language and literacy development: Teaching Chinese English language learners.Reading Horizons, 46(4), 239-265.
According to the 2000 United States Census, Americans age five and older who speak a language other than English at home grew 47 percent over the preceding decade. This group accounts for slightly less than one in five Americans (17.9%). Among the minority languages spoken in the United States, Asian-language speakers, including Chinese and other Asian and Pacific Islander languages, have increased by more than 75 percent. Further, the proportion of Asian language speakers having difficulty speaking English has almost doubled (Klein, Bugarin, Beitranena, & McArthur, 2004). Today, Chinese students are one of the largest groups of English Language Learners (ELLs) in the U.S. Children of Chinese immigrants to the U. S. face linguistic, cultural, and academic challenges. For teachers to be adequately prepared to design and implement instruction for Chinese ELLs, they must have an understanding of this population, the language differences between Chinese and English, and the most effective strategies for scaffolding language and literacy success. This article highlights two Chinese second-graders and their unique educational needs in order to provide insight and implications for instructing Chinese ELLs.