Toward Justice for English Language Learners (ELLs): Developing Teacher Expertise for Teaching ELLs at Different Stages in the Teacher Development Continuum

• In Event: 29.053 - CANCELLED: Preparing Linguistically Responsive Teachers Across the Professional Continuum

Abstract

Purpose
This paper proposes a coherent approach to preparing classroom teachers for ELLs by (1) identifying elements of linguistically responsive teaching to be addressed in pre-service preparation, induction, and later professional development; and (2) proposing a way to purposefully organize learning opportunities for preservice, novice, and experienced teachers to reflect those elements.

Perspectives
Despite increased inclusion of ELLs in mainstream classes, few teachers are meaningfully prepared for teaching ELLs (Lucas & Grinberg, 2008; Bunch, 2013; Zeichner, 2005). There is, however, a growing recognition that teachers must be better prepared to support the academic success of ELLs. Since preservice, novice, and experienced teachers have different institutional and developmental identities, and they are expected to meet different expectations, each group has different “learning needs…in their learning to teach over time” (Feiman-Nemser, 2001, p. 1014). Yet little attention has been given to mapping these different learning needs vis-à-vis teaching ELLs (Lucas & Villegas, 2013). This paper addresses this gap in the literature, suggesting that focusing on the most relevant knowledge, skills, and orientations for teachers at particular career stages will promote deeper learning for them and their ELL students.

Methods and Data Sources
For this conceptual paper, the authors apply the framework of developmental stages and central tasks of teacher learning proposed by Fieman-Nemser (2001) to analyze recent conceptual works articulating what teachers need to know and be able to do to teach ELLs (Bunch, 2013; de Jong & Harper, 2005; Lucas & Villegas, 2011; Turkan, de Oliveira, Lee, & Phelps, 2014; Wong-Fillmore & Snow, 2005). Through this analysis, they identify elements of teaching ELLs most relevant for preservice teacher preparation, and for professional development for novices and later-career teachers.

The following data sources were used: (1) Five conceptual frameworks for teaching ELLs (Bunch, 2013; de Jong & Harper, 2005; Lucas & Villegas, 2011; Turkan, de Oliveira, Lee, & Phelps, 2014; Wong-Fillmore & Snow, 2005) and (2) Fieman-Nemser’s (2001) discussion of the learning needs of teachers at different stages in the teacher development continuum.

Results
Initial results of the analysis suggest the following recommended emphases for preservice, novice, and experienced teachers. This analysis will be further refined and elaborated in the paper.
• Preservice preparation: Embracing the value of linguistic diversity; developing awareness of sociopolitical dimensions of language/language learning; developing skills for learning about ELLs’ language backgrounds; learning key principles of second language acquisition (SLA); learning about content-based instructional scaffolding.
• Induction: Learning about ELLs’ language backgrounds; initial application of SLA principles to content instruction; initial scaffolding of instruction for ELLs.
• Professional development: Identifying language demands of content-based classroom tasks; applying SLA theory to instruction; mastering how to scaffold instruction for ELLs; advocating for ELLs.

Scholarly significance
The results of this analysis suggest that, by systematically considering the knowledge, skills, and orientations for teaching ELLs relevant for teachers at particular developmental stages, teacher educators can bring greater coherence to the current, largely disjointed approaches to developing teacher knowledge and expertise for teaching ELLs. The authors make recommendations for further research.

Authors

• Tamara F. Lucas, Montclair State University

• Ana Maria Villegas, Montclair State University