Teaching to Learn: Developing English Learner (EL) Instructional Practice in a Shifting EL Policy Context

• In Event: 34.054 - Washington State: Investigating Outcomes and Experiences of Bilingual and English Learner Students and Programs

Abstract

Purpose
The education of English learners (ELs) varies across separate “sheltered” settings and mainstream settings (Callahan, 2005; Dabach, 2014). In recent years the phenomenon of mainstreaming ELs means that different proficiency level of ELs increase in the general education classroom. In particular, this phenomenon occurs in districts, both large and small across Washington State. A shift towards mainstreaming presents new complexities for teachers’ work with EL populations. This shift presents an opportunity to explore how teachers adapt and learn through teaching in a full-inclusion EL setting and their everyday interactions with colleagues.
This qualitative study explored how high school social studies teachers leveraged resources and the discourses teachers engaged in around developing EL instructional practice and their own teacher learning over time in the context of a shift to full-inclusion classrooms. The research questions guiding this study are: 1) In what ways do social studies teachers navigate district policy shift towards the mainstreaming of ELs? 2) How does context (district, school, department) mediate teachers’ learning in a full-inclusion EL setting? 2A) How do district resources (time, support) mediate teachers’ opportunities to learn? 2B) How do district discourses mediate teachers’ opportunities to learn?
Perspective
This study used a situative learning framework (Lave & Wenger, 1991; Wenger, 1998) to explore teacher learning over time and how district resources and discourses mediated teachers’ opportunities to learn. Additionally I employed a framework and perspective of principles, practices, and knowledge (Lampert et al, 2013) to analyze teacher learning among high school social studies teachers as they developed EL instructional practice in different contexts.
Methods
This study includes aspects of qualitative design (Merriam, 2009; Patton, 2002); case study (Yin, 2009); discourse analysis (Gee, 1999); and activity theory (Greeno, 2006; Engestrom, 2000). I selected two comprehensive high schools within a large, suburban district. Both high schools have similar student demographics and EL demographics, but unique in the academic course offerings and other school specific elements.
Data Sources
Data for this year-long study included multiple semi-structured interviews with high school social studies teachers, observations of classroom and teacher planning meetings and work meetings, surveys, and discourse analysis of teacher conversations and emails.
Results
Findings suggest that teacher learning is mediated by different contexts and this is understood through teacher communities of practice, district, school, and department resources, and district discourses. Additional findings highlight the complexity and distinction between teaching newcomer ELs and higher proficiency level ELs and other students in a full-inclusion social studies classroom. Findings also reveal that district policy can act as a catalyst to limit or afford learning opportunities for teacher learning and educational reform.
Significance
This study seeks to broaden the discussion of the phenomenon of mainstreaming as a district policy and highlight different contexts for teacher learning and the ways teachers develop knowledge, principles, and practices within such contexts. It also seeks to highlight the implications of district resources and discourses and the role each can play within an EL policy context at the district, department and building level.

Author

• Thad Williams, University of Washington