Toward a Coherent Approach to Preparing Teachers to Work With Bilingual Learners

• In Event: Self-Study of Language and Literacy Teacher Education Practices Across Culturally and Linguistically Diverse Contexts

Abstract

An achievement gap between bilingual learners (BLs) and native English speakers in U.S. schools impels teacher educators who seek to improve learning opportunities to study their efforts. The situation is particularly dire in Massachusetts (MA); dropout rates and reclassification of BLs with special needs have increased since bilingual education was replaced with sheltered English instruction (SEI) through a voter referendum in 2002 (Uriarte & Tung, 2009). Responding to pressure from the Department of Justice, the MA Department of Education mandated all teachers complete an SEI course. This self-study examines the influence of one such course on equipping teachers to work with BLs.
Framework
Lucas and Villegas (2011) outlined orientations, knowledge and skills of linguistically responsive teachers (LRTs): expertise needed to teach BLs. LRTs recognize how language and culture influence teaching and learning (Lucas & Villegas, 2011). They scaffold content instruction (Echevarría, et al, 2013; Gibbons, 2015; 2009) and teach language demands of classroom tasks and texts (de Jong & Harper, 2005; Santos, Darling-Hammond & Cheuk, 2012). This study builds on prior research on equipping teachers to work with BLs (Brisk, Homza & Smith, 2014; Author, 2015; Author, 2012) using the LRT framework (Lucas & Villegas, 2011) to assess teacher preparation efforts.
Methods and Data Sources
This self-study was conducted within a higher education context; practitioners served as researchers, and 158 participants who consented to participate were “regarded as knowers, learners, and researchers” (Cochran-Smith & Lytle, 2009, p. 42). Conventions of mixed methods research augment validity, including systematic data collection and analysis. To understand the extent to which participants developed LRT orientations, knowledge, and skills, pre and post course surveys and assignments were collected from fall of 2013 through spring of 2015. Changes to syllabi and interviews with SEI faculty also were analyzed to determine successes and challenges.
Results
This self-study assessed the extent to which participants developed LRT orientations, knowledge, and skills. Surveys revealed the vast majority of participants sought and obtained strategies to scaffold content instruction, the importance of which has been well documented (Echevarría et al, 2013; Gibbons, 2015; 2009; Lucas & Villegas, 2011). Although awareness of socio-cultural and sociolinguistic influences was a focal point of assignments, it was unclear whether coursework assisted participants in developing associated orientations or revealed pre-existing beliefs. While participants embraced roles as content and language teachers (de Jong & Harper, 2005), surveys and class assignments suggest they need further support to put language-based strategies into practice. Overall, participants and practitioners agreed one course is insufficient.
Significance
A coherent approach to preparing SEI teachers requires that learning be reinforced in multiple contexts from coursework to the classroom. Ongoing professional development for SEI faculty, teacher educators in other program areas, practicum supervisors, and cooperating teachers are recommended to infuse SEI knowledge & skills throughout programs. Further research is also suggested to improve teacher education to benefit BLs.

Author

• Laura Schall-Leckrone, Lesley University