Addressing the Needs of 21st-Century Teachers Working With Culturally and Linguistically Diverse Learners

• In Event: Roundtable Session 1
  In Roundtable Session: Affecting Change in English Language Learning Through Teacher Professional Development

Abstract

Preparing mainstream classroom teachers to work with culturally and linguistically diverse learners is a growing concern in the field of education, as more and more schools host increasing numbers of students whose primary language is not English. Unfortunately, significant numbers of teachers have had little preparation for working with these diverse learners and feel ill-equipped to support them to make academic progress in this language. This study explores the longitudinal impact of a credit-based, hybrid (online and face-to-face) professional development program designed to increase teachers’ knowledge of second language acquisition and of appropriate instructional practices. A mixed-methods case study approach involving various qualitative and quantitative data sources was employed to determine the influence of this program on participants.

Authors

• Mary C. Hutchinson, The Pennsylvania State University

• Xenia Hadjioannou, The Pennsylvania State University

• Marisa Hockman, The Pennsylvania State University