Teaching and Learning Outcomes for English Learners: Contextual Considerations for Researchers

• In Event: Conducting Research With Underrepresented Groups: Methodological and Assessment Considerations Division C Affirmative Action Council Session

Abstract

Using a case study approach to illustrate the various points that merit consideration when doing research with English learners and their teachers, I discuss what observation instruments might capture (i.e., some definition of quality teaching), but also what they miss (i.e., "good teaching" is insufficient to address the needs of traditionally marginalized populations). In addition to the issue of the lack of generalizability in using observation protocols--and the problems that come with their use to evaluate teachers--there is also the need for researchers to understand the population they are researching. For example, the context of ELs is contingent on state policies that delineate how they are being assured equitable access to education, and this in turn defines what teachers can and cannot do in classrooms. Also related to this is how achievement is defined, and how a state decides to reflect student learning (e.g., in English? In their native language?).

Author

• Francesca López, University of Arizona