Creating an Identity in a Blended Teacher Professional Development Program for Teachers of English Language Learners

• In Event: Roundtable Session 95
  In Roundtable Session: Making Productive Use of New Instructional Techniques for Teacher Professional Development

Abstract

The number of English language learners (ELLs) has increased dramatically in U.S. schools. These students consistently underperform their native English speaker counterparts in academic areas. Most teachers of these students have had virtually no specialized training in adapting instruction for ELLs. Determining effective forums to develop teachers capable of meeting the instructional needs of ELLs benefits our future generations. Recently, blended methodologies (a hybrid of face-to-face and online modalities) have shown to provide teachers of ELLs the continuous support required for their specific needs. This study reports how ELL teachers’ discourse in the online component on a blended methodology contributed to the creation and sustenance of a group identity.

Author

• Lauren M. Shea, University of California - Irvine