Promoting Voice and Equity in Every Classroom: In-Service Teachers and Academic Biliteracy Development

• In Event: Project CORE: Transforming Education for English Language Learners

Abstract

In-service teachers participating in Project CORE selected one of two Academic Literacy certificate programs: 1) English Language Development or 2) Dual Language. Both certificate programs prepare teachers to implement the CCLAS for students with varying levels of language proficiency (in English or Spanish or both). In-service teacher participants completed four courses focusing upon critical English literacy and biliteracy development, curriculum development, and language assessment.
Purpose
The purpose of this paper is to critically analyze one aspect of Project CORE: the Academic Literacy certificate programs for in-service teachers. Essentially, using the lens of pedagogical and ideological clarity, we will illustrate areas of strength and areas for improvement for this professional development, certificate model, with the intention that other institutions can use this knowledge to create, modify, and/or improve programs offered to in-service teachers that incorporate the CCSS.
Theoretical framework
Teachers must have both pedagogical and ideological clarity; this is particularly true for teachers of culturally and linguistically diverse populations. As such, certificate coursework utilized the principles of critical pedagogy in order to promote and create access to the CCSS for all students—and for ELLs in particular. Participants explored the interconnections between language, culture and power by focusing upon biculturalism, bilingualism, and biliteracy. Teachers focused upon agency of individuals, communities, and institutions in order to promote voice and equity within their classrooms (Hollins, 2011 Macedo, 2006).
Methods
Participants were recruited from students in master’s degree programs in the college of education; there were 21 participants in all. The diverse group in this program represented the diverse group in our community.
Mixed methods were used: quantitative surveys determined impact of the certificate coursework upon the participants’ individual growth and knowledge base about the CCLAS. Furthermore, questionnaires, written reflections, written assignments and focus groups were used as the qualitative methods from which to receive more in-depth perspective and to address issues of ideological clarity.
Data
Pre/ post survey data were analyzed using matched t-tests to determine growth/impact. Qualitative data was read multiple times and coded for themes by hand; participants and other researchers involved in the project were given access to this data as a way of member-checking.
As a crucial component of this project is to encourage other institutions to develop similar programs for in-service teachers, certificate course syllabi and student sample work will be used during the session as a means to illustrate the type and depth of work done by the participants
Results
Quantitative analysis indicated that the certificate program positively impacted the participants’ knowledge of the CCSS in general, as well as the implications for the instruction of the CCSS for CLD students, and ELLs in particular. Qualitative analysis suggested that participants developed ideological frameworks centered on critical theory/pedagogy, social justice, and equity, as well as practical tools for implementation and instruction within their own classrooms.
Significance
This work contributes to the literature regarding in-service teacher education programs, and the literature pertaining to the teaching of teachers, who serve culturally and linguistically diverse populations, and specifically ELLs.

Author

• Alexandra Hunt, San Diego State University