Teach the Students Not the Course: Preparing Secondary Content Teacher to Teach English Learners

• In Event: Redesigning Curriculum and Instruction to Meet the Needs of English Language Learners in Content Areas

Abstract

Enrollment of English Learners (ELs) in mainstream classes is rising in US schools. Yet many teachers have received no training to work with them (Lucas & Grinberg, 2008). This paper describes the influence of coursework on preparing secondary content teachers to work with ELs. Qualitative methods were employed as part of a practitioner inquiry to assess teacher development of instructional strategies to teach ELs in mainstream settings and to think critically about their role as educators. Findings suggest that teachers’ sense of preparedness increased and they developed more complex thinking including perspective-taking and self-reflexivity. However, one course is insufficient preparation. Further research is recommended to follow teachers into their early years of practice, provide site-based coaching, and continue to assess development.

Authors

• Laura Schall-Leckrone, Boston College

• Christina M. Pavlak, Boston College