Preparing Content-Area Teachers to Be Language Teachers: A Model for an Online ESL Endorsement Program

• In Event: 34.048 - Preparing All Teachers to Become Language Teachers: A National Perspective

Abstract

Objectives
In this paper we will
1. Discuss the need to tend to adult learning (e.g., transformative learning) in a given socially-culturally situated context (e.g., district based partnership) to ensure the relevancy, sustainability and long term effects of a district-based Linguistically Responsive Teaching (LRT) online ESL program.
2. Share the process and literature that guided the development of a district-based LRT online ESL program and its evaluation for continuous improvement and to measure impact of the program on change in teacher practice as well as student outcomes.
3. Discuss implications for future research in this area.

Theoretical Framework
In the past two decades, empirical evidence has yielded an understanding of the knowledge base teachers must acquire in order to effectively instruct English Learners (Bunch, 2013; Lucas & Villegas, 2008; 2011; and Valdés & Faltis, 2016). According to Valdés & Faltis (2016) the field of teaching and learning offers vast theoretical knowledge on how to instruct English learners, however, research demonstrating how to work with teachers to take that knowledge and translate it into linguistically responsive classroom practices is more limited. Building on the claim that teachers are ill-equipped to effectively instruct culturally and linguistically diverse students (Ballantyne, Sanderman, & Levy, 2008), Lucas & Villegas (2009; 2011) developed a Framework for Preparing Linguistically Responsive Teachers. Although, this theoretical framework is well founded in the literature on the beliefs, dispositions, knowledge and skills that teachers need in order to meet the needs of emergent bilinguals, it is does not explicitly address how teacher educators can engage teacher candidates in transformative learning to adopt and implement LRT practices. Adult learning theory of transformative learning (Mezirow, 2000; Drago-Severson, 2009; King, 2009) provides a road map of the developmental trajectory of transformative learning as well as the ways adult educators can facilitate a shift toward new beliefs, dispositions, knowledge and skills. Transformative learning provides teachers with structured opportunities to engage in dialog, problem solving, praxis-real situations, and critical reflection with other colleagues (Dirkx, 1998, p.3).

Additionally, there is a dearth of research examining the impact of the LRT framework in actual practice – meaning what is the efficacy of such knowledge, skills, and dispositions on classroom practice? Do teachers really change their practices when trained in this model? What do those practices look like under an LRT model?

Significance
As such this paper attempts to address the complexity involved in both developing, implementing, and evaluating such a program. In this paper we describe (a) the collaborative University/K-12 district partnership model we undertook to ensure the situated relevancy in designing a district-based LRT online Masters/ESL endorsement program, (b) the literature that informed the combining of best practices in adult learning as well as LRT to support transformative learning in meeting the needs of emergent bilinguals, and (c) the research and evaluation design to inform continuous improvement and measure impact on teachers and the students they serve.

Authors

• Analis Caratini-Ruiz

• Barbara J. Dray, Transforming Practices in Education, LLC

• Veronica E. Valdez, University of Utah

• Ed Buendia, University of Washington, Bothell