Reflexive Teaching for English Learners: Using Action Research Tools in ESL and Bilingual University Courses

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

As researchers and educators it is our moral obligation to provide equitable education opportunities for linguistically diverse students. Our study investigates capitalizing English learners’ (ELs) cultural and linguistic strengths through action research tools for teaching ESL and bilingual university courses. Action research is a critical tool for empowering educators and underserved communities to define and analyze their social problems and develop new understandings to foster equitable academic achievement (Freire, 1993). Therefore, we used action research tools in three sixteen week university courses developed to work with ELs. We used discourse analysis on course assignments, study groups, and observations to analyze in-service and pre-service teachers shifts in awareness of language use, assessment practices, and political contexts effecting ELs equitable learning opportunities.

Authors

• Ambareen Nasir, University of Illinois at Chicago

• Joseph C. Rumenapp, Judson University

• Beverly L. Troiano, University of Illinois at Chicago