“Po-ta-to, Po-tah-to?” Exploring Convergence and Divergence in Core Practices for English Language Learners and World Language Learners

• In Event: Learning to Swim on a Sidewalk? Practice-Based Education for Teachers of Language Learners

Abstract

Purpose
Teacher education research has recently begun to articulate the practices that are essential to successful classroom teaching, student learning, and are possible for novices to learn and enact in their teaching (e.g., Ball & Forzani, 2009; Lampert & Graziani, 2009). This work has identified practices that are effective across content areas (TeachingWorks, 2013). Less clearly identified and articulated however, are essential practices for the teaching of language learners—both world language learners (WLLs) and English language learners (ELLs)—as this field is in its infancy. Furthermore, despite work in second language teacher education that has advocated the integration of ESOL (English to speakers of other languages) and WL teacher education (Author, 2011; Bigelow & Tedick, 2005) it is as yet unclear how essential practices for ELLs and WLLs both coincide and differ, and it is critical to identify these areas of overlap and difference because programmatic realities often dictate that ESOL and WL teacher candidates take combined methods courses. The goal of this paper is to begin to articulate a set of core practices for ESOL and WL teacher preparation, and to identify where these practices converge and diverge.
Theoretical Framework
The primary theoretical framework for this review is the expanding research on practice-based approaches to teacher education. The practice-based approach views the enactment of teaching practices as central to teacher preparation (e.g. Grossman, Hammerness, & McDonald, 2009). This enactment of core practices is realized through a teacher education in a cycle that involves deconstruction, rehearsal, and implementation of the core practices that are essential to ambitious instruction in K-12 classrooms (e.g., Lampert et al., 2013).
Modes of Inquiry and Data Sources
Given the relative absence of literature on core practices in WL and ESOL teacher preparation, we review the broader literature on core practices to identify practices that are relevant for ESOL and/or WL classrooms, as well as the field-specific literature about core practices for teaching ELLs and WLLs. We also draw on qualitative data (course syllabi, questionnaires, interviews, student work, and written reflections from teacher candidates, and reflective journaling by the researchers) from our experiences teaching methods courses for ESOL and WL teachers to illustrate the motivation for this work.
Results
The primary result from this paper is the generation of a literature review regarding core practices for teaching WLLs and ELLs. The paper will also discuss results from qualitative inquiry by the researchers that motivated the need for the literature review, specifically our attempts to guide teacher candidates in the use of core practices for language learners in both traditional and online methods courses.
Significance of the Work
This work contributes to the emerging literature on field-specific core practices and generates a much-needed review of the literature about core practices for WLLs and ELLs. Furthermore, it will advance dialogue in the field as we consider how to best teach linguistically and culturally diverse language learners and prepare monolingual English speaking U.S. students for a rapidly globalizing world.

Authors

• Francis J. Troyan, The Ohio State University

• Megan Madigan Peercy, University of Maryland - College Park