Contextualizing Teaching English Language Learners: From Teacher Preparation to Teaching Practice

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

Abstract

Objective
Few studies have followed preservice candidates into their first years of teaching to examine how they approach teaching ELLs in their induction years. Addressing this gap in the literature, this study explored contextual influences on the implementation of ELL-informed pedagogy in mainstream classrooms of six recent graduates of one teacher preparation program.

Perspective
Our analysis draws from a sociocultural perspective in which teaching and learning are understood as dynamic social processes. This perspective acknowledges the personal/historical and cognitive dimensions of (language) learning and teaching. Teachers’ understandings are developed from their past experiences as learners and their interactions with other learners (Reeves, 2009).

Methods
This study examined data from six teachers working in four districts (one urban, one suburban, two rural). The participants had graduated 3-5 years prior to the study from a preservice program that integrated ELL preparation into their coursework. All six teachers were teaching in mainstream classrooms that included ELL students. Three of the teachers taught in upper elementary classrooms (grade 4) and three taught in the lower grades (K-2). All had four or fewer ELLs in their classrooms.

Primary data sources consisted of three interviews conducted with each teacher at specific times over the school year. Secondary data included self-report survey responses rating teacher efficacy and level of preparedness to teach ELLs, classroom observation data and field notes. Teacher interviews were transcribed and analyzed thematically. Initial coding identified teacher statements related to three broad categories of variables affecting classroom practices: personal, pedagogical, and institutional. Secondary level coding identified student and teacher characteristics, classroom and school routines and policies, and curriculum requirements.

Results
While implications from this qualitative study cannot be generalized across contexts, our findings show that context matters (Lavadenz, 2011). Curriculum, school, and grade variables affected the instructional contexts for each teacher. Specifically for ELLs, the teachers’ areas of preservice specialization emerged as a relevant variable. For example, those with professional specializations in Exceptional Education interpreted ELLs’ learning needs through that lens. They resorted to a reductionist pedagogy by avoiding L2 learning issues and aligning ELLs’ needs with those of other low-performing students (e.g., struggling readers). In contrast, the teachers’ knowledge of their ELLs’ English proficiency levels, their countries of origin, and their L1 literacy skills played a minor role in instructional planning. Our data suggest that a ‘critical mass’ of ELLs may be needed to prompt specific practices for ELLs. Number and proficiency level of ELLs seem to influence the extent to which teachers are willing to comprehensively restructure their instruction.

Significance
Current models designed to capture teacher effect on student learning outcomes assume a direct link between teacher preparation program participation and individual student achievement (e.g., Marzano, Toth, & Schooling, 2011). Our study illustrates that this assumption is highly problematic, particularly for teacher preparation for ELLs: contextual factors mediate the potential impact of teacher preparation. This finding supports Feiman-Nemser’s (2001) point that “gaining local knowledge of students, curriculum, and school context” (p. 1028) must be a priority for teachers in the early years of teaching.

Authors

• Candace Ann Harper, University of Florida

• Ester J. de Jong, University of Florida

• Maria R. Coady, University of Florida