An Embedded Professional Development Program for Co-Teaching English Learners in Content-Based Language Classrooms

• In Event: Co-Teaching for English Learners: Evidence-Based Practices and Research-Informed Outcomes

Abstract

Objectives
This presentation showcases a prescribed professional development (PD) program for content teachers and Teachers of English to Speakers of Other Languages (TESOL) engaged in coteaching practice. Included in this PD program is an outline of tools and procedures required to support coteachers tasked with simultaneously teaching academic language and grade-level content to English Learners (ELs). A framework for embedded PD, including a timeline of activities and a growing definition of roles for teachers, administrators, and professional development facilitators, is used to guide and capture teachers’ contextual goals for coteaching. Additionally, a description of resources used for teaching language and content are provided.
Perspectives or theoretical framework
Three decades of research in Content Based Language Learning (CBLL) supports efforts to teach language through academic content material (Mohan, 1986; Schleppegrell, 2001; Stoller, 2004; Slater & Mohan, 2010). Specifically, studies of CBLL in secondary settings in the United States have yielded suggestions for accommodating ELs who must perform academically while learning a new language (Short, 2002; Short & Echevarria, 2004; Echevarria, Vogt & Short, 2012). Applications of Systemic Functional Linguistics (SFL) (Halliday, 2004) in content classrooms have also produced examples of concurrent growth in both content knowledge and English Language Development (Schleppegrell, 2016). Since many bilingual programs in the United States aim to transition students into content classrooms as quickly as possible (Collier & Thomas, 2004), training in the teaching of academic literacy is necessary.
Methods, techniques, or modes of inquiry
Science teachers and TESOL professionals worked in teams with a PD facilitator to complete iterative cycles of reflection, planning, and action, as outlined by Practitioner Action Research (PAR). Aimed at improving instruction for ELs, this methodology required participants to identify goals, define roles, and enact instructional practice. More recent efforts have showcased the potential for coteaching to address students’ academic literacy development using SFL.
Data Sources, Evidence, Objects, or Materials
Coding of data collected from tools prescribed in this PD, including fishbone diagrams (Clary & Wandersee, 2010), concept maps (Novak, 1990), collaborative assessment logs (Athanases, et al, 2008), and digitally recorded notes of classroom observations identified a broad range of categories to be explored in coteaching for ELs. Furthermore, preliminary details about the grammar of contemporary science classes in the United States is described in order to direct coteachers in future efforts to teach language literacy in a cotaught science classroom.
Results and/or Substantiated Conclusions or warrants for arguments/point of view
Coteaching teams experienced significant support with their collaborative efforts. They were able to identify and define indicators of prerequisite conditions influencing their degree of success, contribute to an expanding list of possible roles for teachers, and develop skills for analyzing academic language in the content areas.
Scientific or scholarly significance of study or work
This work uses thick description to provide direction for supporting coteachers of CBLL courses. It includes materials to use as guiding documents and data collection tools. Recommendations for implementing an embedded PD experience and training ELs for academic language analysis are also included.

Authors

• Adam Cooper, University of Cincinnati

• Stephen D. Kroeger, University of Cincinnati