Examining Dual Language and ESL Teachers' Knowledge and Professional Development Experiences

• In Event: Enhancing Learning, Professional Development, and Second Language Research: International Issues and Perspectives

Abstract

National statistics indicate that the population of English Language Learners (ELLs) continues to rapidly increase (National Clearinghouse for English Language Acquisition, 2011) and therefore there is a need for increasing the number of effective teachers who teach ELLs (Wilde, 2010, Samson & Collins, 2012). The purpose of this study was to examine Dual Language (DL) and ESL teachers’ knowledge pertaining to: (a) research-based instructional strategies and instructional practices specifically designed for ELLs, (b) knowledge about second language development, and (c) research on bilingual programs. Additionally, it investigated the professional development received by teachers in these programs. Significant differences were found between DL and ESL teachers’ knowledge.

Authors

• Susana E Franco-Fuenmayor, University of Saint Thomas

• Yolanda N. Padron, Texas A&M University

• Hersh C. Waxman, Texas A&M University