Teachers Envisioning New Practices for English Learners: A Cultural- and Linguistic-Sensitive Approach

• In Event: 46.050 - English Language Development for Bilingual Students: Engaging New Pedagogies

Abstract

This paper presents findings from two professional development (PD) cohort-based programs dedicated to improving mainstream teachers of English Learners (ELs) in a restrictive language state. The paper presents the results of two companion programs serving primarily math, science and English secondary teachers in five school districts. Teachers instruct ELs in mainstream classrooms in districts where a majority are Spanish first language speakers and lowered socioeconomic status. The two professional development programs seek to bolster teachers’ existing knowledge, skills and dispositions for teaching ELs using a professional development ESL curriculum. The analysis of data of six cohorts support that teachers report awareness of the linguistic and cultural facets of culturally relevant teaching however implementation requires embedded opportunities for supportive practice.

Authors

• Anthony J. Trifiro, Arizona State University

• Dawn Lambson, Arizona State University